JJ37 

HI 7 




Dniversity oi the State ol New York Bulletin 

Entered as second-class matter August 3, 1913, at the Post OfiSce at Albany, N. T., under the 

act of August 24, 191a 

Published fortnightly 



No. 649 



ALBANY, N. Y. 



October 15, 191 7 



TRAINING CLASS SYLLABUS 



IVetw H?^ ^'5'^aAiL| uvvv.\>\rt-^-»^^« 



PAGE 

Arithmetic 5 

Psychology and principles of edu- 
cation 9 

School management 16 

English 21 

Physiology and hygiene 27 

Methods in reading, spelling and 

writing 34 



PAGE 

Training class history 39 

School law 40 

Nature study and agriculture. ... 43 

Drawing and hand work 43 

Training class notes 44 

Geography 76 



Gs6r-Si7-300 (7-9786) 



ALBANY 

THE UNIVERSITY OF THE STATE OF NEW YORK 
I917 



THE UNIVERSITY OF THE STATE OF NEV/ YORK 

Regents of the University 

With years when terras expire 

1926 Pliny T. Sexton LL.B. LL.D. Chancellor - Palmyra 

1927 Albert Vander Veer M.D. M.A. Ph.D. LL.D. 

Vice Chancellor Albany 

1922 Chester S. Lord M.A. LL.D. ----- Brooklyn 

1918 William Nottingham M.A. Ph.D. LL.D. - - Syracuse 

192 1 Francis M. Carpenter ------- Mount Kisco 

1923 Abram L Elkus LL.B. D.C.L. ----- New York 

1924 Adelbert Moot LL.D. ------- Bullalo 

1925 Charles B. Alexander M.A. LL.B. LL.D. 

Litt.D. ----------- Tuxedo 

19 19 John Moore ------ ____ Elmira 

1928 Walter Guest Kellogg B.A. LL.D. - - - Ogdensburg 

1920 James Byrne B.A. LL.B. LL.D. - - - - New York 

1929 Herbert L. Bridgman M.A. ----- BrookljTi 

President of the University and Commissioner of Education 

John H. Finley M.A. LL.D. L.H.D. 

Deputy Commissioner and Assistant Commissioner for Elementary Education 

Thomas E. Finegan M.A. Pd.D. LL.D. 

Assistant Commissioner and Directir of Professional Education 

Augustus S. Downing M.A. L.H.D. LL.D. 

Assistant Commissioner ior Secondary ^Education 

Charles F. Wheelock B.S. LL.D. 

Director of State Library 

James L Wyer, Jr, M.L.S. 

Director of Science and State Museum 

John M. Clarke D.Sc. LL.D. 

Chiefs and Directors of Divisions 

Administration, Hiram C, Case 
Agricultural and Industrial Education, 

Layton S. Hawkins M.A. 
Archives and History, James Sullivan M.A. tti.'D. 
Attendance, James D. Sullivan 
Educational Extension, William R. Watson B.S. 
Examinations and Inspections, George M. Wiley M.A. 
Law, Frank B. Gilbert B.A., Counsel 
Library School, Frank K. Walter M.A. M.L.S. 
School Buildings and Grounds, Frank H. Wood M.A. 
School Libraries, Sherman Williams Pd.D. 
Visual Instruction, Alfred W. AbraxMS Ph.B. 









0\ 



1J 



1 







U3 



UniYersity of the State ol New York Bulletin 

Entered as second-class matter August 2, i9i3> at the Post Office at Albany, N. T., 
under the act of August 24> 1912 

Published fortnightly 

No. 649 ALBANY, N. Y. October 15, 1917 

TRAINING CLASS SYLLABUS 

ARITHMETIC 

The outline that follows covers the subject matter of " arithmetic 
which training classes should master. Should previous prepara- 
tion render it unnecessary to spend much time on the review indi- 
cated the work may be broadened by additional topics and addi- 
tional mental problems. Emphasis should be placed upon the best 
method of teaching the topics studied. 
I Number 

1 Concrete 

2 x\bstract 

II Notation and numeration 

1 Arabic 

2 Roman 

3 Drill in reading and writing by both the Arabic and 

Roman systems 

III The fundamental operations 

1 All combinations of the digits 

2 Development of written processes 

3 Use of signs and equations 

4 Applications 

a oral, with practice 

h written, with special attention to forms of ex- 
planations 

IV Properties of numbers 

1 Classification 

2 Tests of divisibility 

3 Factoring 

4 Divisors and multiples 
V Common fractions 

1 Explanation and definition of the fraction and frac- 

tional unit 

2 Terms 

3 Reduction 



6 

4 Addition, subtraction, multiplication, division, with 

special attention to development of processes 

5 Applications 
VI Decimal fractions 

1 Derivation 

2 Reading and writing- decimals 

3 Fundamental processes developed 

4 Applications 
VII Aliquot parts 

Applications 
VIII Denominate numbers 

1 Tables, common units 

2 Practical problems 

3 Measurements and their application 

4 Longitude and time 
IX Percentage 

1 Principles 

2 Problems 

a general 
b commission 
c stocks 

d profit and loss 
e insurance 
/ taxes 

r/ duties and excise taxes 
h simple interest 
i bank discount 
/ partnership 
X Ratio and proportion 
XI Involution and evolution 
T Powers 

2 Roots 

3 Square root 

4 Ap'plications 

Observations and suggestions 

The object of the studv of arithmetic is twofold: first, utility; 
second, training. 

The work of the first five years should make the pupil familiar 
with the fundamental operations, common and decimal fractions, 
and their ai)plication to simple problems which fall within the 
obsei-vation and experience of the pupil. As early as the second 

D., of D^ 

FEB 15 1918 



year problems should be used which apply in concrete form the 
combinations of numbers already presented. As the work pro- 
gresses the number of such practical problems should be increased, 
until, in the fifth year, at least one-half the recitation time should 
be given to the solution of problems. This work should be largely 
oral. The pupil should first state the problem, then in connected 
sentences give the solution, with the reason for each step taken. 

Problem making should become an important feature. Under 
the direction of a resourceful teacher pupils will acquire facility 
in the creation of problems and in their oral solution. When a 
pupil presents a problem he should be able to solve it. He should 
give a clear and complete solution, and at the same time avoid 
useless repetitions. 

The drill work for the first years should systematically cover 
the combinations necessary to a mastery of the fundamental opera- 
tions. This work should proceed from the concrete to the abstract, 
until the pupil can rapidly and accurately perform the operations 
of adding, subtracting, multiplying and dividing simple numbers, 
fractions and decimals. Speed should never be attempted at the 
expense of accuracy, and yet rapidity in the use of numbers should 
always be sought as essential to highest excellence. Accuracy and 
rapidity depend on the same concentration of mind as leads to 
correct judgment upon each step. Oftentimes the greater rapidity 
of action, the less opportunity for that diversion of thought which 
results in error. It is an established fact that the most rapid ac- 
countants are usually the most accurate. Speed tests in computa- 
tion by the use of definite time limits should be frequently em- 
ployed. Practice with number cards and like devices, using two 
numbers at one time, while of great value, can not take the place 
of long columns for addition, or of large numbers for the other 
fundamental operations. 

The natural desire of a child for self-achievement should be 
encouraged. Care should be taken not to do for him what he 
ought to do for himself. Self-reliance should be stimulated by 
encouraging him to work independently in the solution of prob- 
lems, and by appreciative recognition to successful individual 
effort. That this course of developing lifters and not leaners may 
be successful, work must progress only so fast as it can be com- 
pletely mastered. 

There is a difference between telling a pupil how to operate 
and suggesting how he may learn to operate. The teacher who 
can give proper suggestions has a valuable asset in his work, but 



8 

tlie one who onl}- tells fosters weakness and helplessness in the 
grades that go far to explain the inability of high school pupils 
to master algebra and geometry. 

Processes should be developed before rules are called for. 
Certain " constants " must be memorized for instant vise. Among 
these are the most common aliquot parts, the tables of denominate 
numbers, and certain values deduced from these tables or from 
other sources. Among such values are the number of feet in a 
mile, rods in a mile, square rods in an acre, acres in a square mile, 
cubic inches in a gallon or bushel, inches in a meter, ratio of cir- 
cumference to diameter of the circle, or of the square of the radius 
to the area of the circle. 

Denominate numbers should first be taught by the use of actual 
units in the hands of the pupils, and such use should be continued 
until accurate concepts are formed. 

Diagrams, models of type solids, and tablets representing type 
surfaces should be used in the solution of problems involving 
measurements. After pupils have acquired a mastery of the 
fundamental operations and of the use of common and decimal 
fractions, only part of the problems in the ordinary textbooks need 
be worked to secure the numerical result. Time is often given to 
long operations which might better be used in indicating the neces- 
sary steps to be taken in solution, or in concisely telling just how 
the problem can be solved, and giving the reasons therefor. 

Much oral work should be done in percentage, and when per- 
centage problems are thus solved the pupil should ordinarily think 
of the rate as a common fraction and work accordingly. Thus, 
in the example: A man sold a hat for $2.25 and gained T2j^ 
])er cent; what was the gain? the pupil should see that $2.25 is 
nine-eighths of the cost and give the analysis accordingly. 

It is advisable to use but one method of working examples in 
simple interest. The 6 per cent method is recommended. Pupils 
should be drilled to give mentally the interest at 6 per cent on 
$1 for any munber of years, months and days. When facility in 
this is acquired, the working of any example in simple interest 
is merely a matter of multiplication if the rate is 6 per cent; 
and with any other rate, the interest should first be found at 6 
])er cent and this result increased or diminished as the case may 
require. 

While but one method of work is recommended for an oft-re- 
jjeated jjrocess like that of computing interest, yet in many other 
kinds of problems which can be solved in various ways, pupils 



9 

may advantageously be asked for more than one solution. A 
pupil in finding a number of solutions for a simple problem de- 
velops more power than in using the same form of solution for 
working a dozen similar problems. When various solutions are 
presented they should be duly compared and preference should be 
given to that which is most direct. 

Consider the following example : A man purchased 600 bushels of 
potatoes at 40 cents a bushel ; he sold one-fourth of them for 60 
cents a bushel, one-half of the remainder for 50 cents a bushel, and 
the remainder for 30 cents a bushel ; what was the result of the 
transactions ? In this problem it is natural for a pupil to find the 
total cost, the three selling amounts, then take the difference be- 
tween the cost and total amount received. Much the simpler way is 
to note 20 cents gain on each of 150 bushels, 10 cents gain on e;ich 
of 225 bushels, 10 cents loss on each of 225 bushels. 

The advantage of short processes should be emphasized. Pupils 
should be taught how to test the accuracy of their work. For 
this purpose they should frequently state and solve another prob- 
lem whose answer will prove the accurac}^ of the original work. 
In the example. What is the interest of $225 for 3 years and 7 
months at 7 per cent? a " check problem " would be : If the interest 
on $225 for 3 years and 7 months is $56.4375, what is the rate? 

Most of the work in the metric system should be simple, in 
the main consisting of changing values from the common to the 
metric system or the reverse. As a basis for this work the actual 
units should be placed in the hands of the pupils and by their use 
the comparative values thoroughly learned. 

PSYCHOLOGY AND PRINCIPLES OF EDUCATION 

To make psychology of value in the training of teachers, it is 
necessary definitely to understand its purpose. It does not aim 
to make skilled psychologists nor to discuss fine psychic theories. 
It is necessarily brief and elementary. Each step has direct bear- 
ing upon the work of the whole course in that it aims to answer 
the question tvhy in the selection of matter, in method and in dis- 
cipline. When and how a child is to be encouraged, guided, cor- 
rected, is determined in the last analysis by the infallible laws of 
mind action. A clear, concise knowledge of these laws in their 
application to the school is the purpose of this study. 

To accomplish this, it is necessary, first, to understand the funda- 
mental processes and how they are related, then to make application 
of this knowledge in the work of teaching. 



10 

In acquiring the first result, the pupil should ordinarily use but 
one textbook, such supplementary explanation as is necessary being 
done by the teacher. The reason for this is that in a subject so 
entirely new and unrelated to previous study, the pupil is often con- 
fused by the differences in nomenclature and in methods of treat- 
ment. 

The fact as presented must first be clearly apprehended from the 
text. Too often, however, the topic is dropped at this stage, vio- 
lating the very principle of method for which psycholog}^ should 
show the reason. Next comes the subjective verification. By re- 
peated experiments the pupil must learn to comprehend and analyze 
the different states and activities in his own consciousness. He 
must, for example, out of his own experience, recognize sensation, 
note the process of judgment, verify the laws of association. If he 
stops here, he may have a little knowledge of the subject, but he 
will fail in objective application, and that is the real goal of this 
work. The third step then is to aim to understand the mental proc- 
esses of another through one's own activities. It is not enough for 
the pupil to determine the elements that enter into his own judg- 
ments, but he must learn to analyze the judgment of another with a 
view to strengthening or correcting it. It is not enough to classify 
a particular emotion, but it is also essential to know why certain 
stimuli in the child will arouse certain emotions. 

These then — (a) textbook exposition, (b) subjective and (c) 
objective verification and application — are in their order the three 
steps in understanding the primal phases of the mind in its various 
conditions and operations, (d) Finally there should be accurate 
definition based not upon verbal memory but upon the result of the 
processes above indicated. 

The course begins with the study of the intellectual processes ; 
when these are comprehended, the way is open for the consideration 
of feeling with its attribute of pleasure and pain and for the analysis 
of the operations that tend toward action. 

A Descriptive psychology — mental phenomena 

I Knowing 

Introduction — relation of mind to body 
a dependence of mind upon nervous system 
b elements of nervous system 

c function of nerves, spinal cord, cerebellum, cerebrum 
d afferent and efferent nerves — reflex action 



11 

e the senses 
/ " reaction time " 
Presentative faculties 

1 Sensation 

a physical factors 
h psychic factors 
c sensations classified as to ( i ) kind — organic and special, 

(2) degree of intensity — Weber's law 
d possibility of pure sensation 
e result of loss of sensation 

2 Perception 

a prehensive element — dependence upon immediate sen- 
sation 
h apprehensive element — dependence upon past sensation 
c percept 
Representative faculties 

3 Memory and imagination 

a relation of memory to (i) the senses, (2) percepts 

h powers involved in memory: (i) retention, (2) repro- 
duction, (3) recognition 

c formation of images — distinction between image and 
percept 

d constructive imagination — its possibilities and limi- 
tations 

e idea defined and compared with percept 
Elahorative faculties 

4 Conception — first step in thinking 

a the several processes involved in conception : ( i ) pre- 
sentation, (2) comparison, (3) abstraction, (4) gen- 
eralization, (5) denomination 
b its relation to perception and memory 
c concept defined and compared with percept and idea 
d how words get their meaning — making a vocabulary 

5 Judgment — second step in thinking 

a sources of material for judgment 

h process of judgment — comparison of ideas 

c the proposition — its elements 

6 Reasoning — third step in thinking 

a judgments furnish material 

h processes: (i) inductive, (2) deductive — value of each, 
their interrelation 



12 

c the syllogism — in parts 

d reasoning by analogy — its advantages, disadvantages 

II Feeling — passive compared with knowing, active; an effect 

due to the presence of its appropriate object 

1 Attributes of pleasure and pain — their purpose in life 

2 Intensity of feeling dependent upon intensit}' and duration of 

stimulus 

3 Caused by 

a peripheral excitation 
b idea 

4 Emotions and simple feeling — relation analogous to that 

between perception and sensation 

a presence of idea in emotion 

/; kinds of emotion: (i) egoistic, (2) altruistic, (3) intel- 
lectual. (4) esthetic, (5) moral, the last three being 
called sentiments 

III Will — "the attentive guidance of our conduct" 

1 Desire — its relation to 

a feeling 
h intellect 

2 Deliberation — its basis in experience ; its relation to 

judgment ; its significance 
a subjectively — doubt 
b objectively — hesitation 

3 Decision — its relation to feeling and to reason 

4 Action voluntary — compared and contrasted with the 

several forms of involuntary action 
a reflex 
b impulsive 
c instinctive 

To this point the course concerns itself with the demarcation and 
definition of the dififerent mental phenomena. Now emphasis should 
be laid on (a) the mind's complexity of operation and (b) the 
unity of mind. In the simplest operation many states are involved. 
Knowing, feeling and willing can not be isolated from each other, 
or from their physical concomitants ; nor even any one phase of 
these from all others. Therefore, the work should now be reviewed 
and intensified by showing this complexity — for example, how a 
simple act of perception embraces emotion, volition, and even 
memory, judgment and conception. 



The way is then made clear for comprehending the entirety of 
consciousness in its duration and degrees of intensity. 

A^ Descriptive psychology^ — the mind a unit 

Introduction — consciousness 

1 Its definition based on the previous study 

2 The resultant definition of psychology 

3 Conscious and subconscious states in their relation to memory ; 

"threshold of consciousness"; unconsciousness 
I Attention — " focusing of consciousness " 

1 Dependent upon 

a physical condition 

b quantity and quality of stimulus 

2 Kinds 

a reflex 

b voluntary — its relation to will 

3 Observation ^ a series of connected acts of attention 

a perceptual element 

b attention involving will — arousing interest 
c interpretation of elements perceived 
d observation and experiment — new element in the 
latter 
II Interest — an emotion — how it affects attention 

1 Kinds 

a natural | their relation to sensation, memory, 
b acquired] judgment etc. 

2 Relation of will to interest 

III Association of ideas — impossibility of an isolated idea 

1 Relation of association to memory, to thought 

2 Laws of association 

a association by contiguity 

b association by similarity or contrast 

IV Apperception — "Association is one form of apperception ; 

thinking another " 

1 Determined by 

a experience 
b perception 

2 Effect upon thinking, action and feeling 



1 Knowing prominent. 



14 

V Intuition — intuitive and deliberative judgments com- 
pared as to 

1 Process 

2 Frequency 

3 Use 
Feeling prominent 

VI Physical concomitants of feeling, emotion, sentiment 

1 Muscular 

2 Nervous 

Will prominent 

VII Habit 

1 Its physical factors — relation to activity of muscles 

and nerves 

2 Its psychic factors — relation to knowing, feeling and 

willing 

3 Laws of habit 

VIII Character — " Character is known by conduct and conduct 
is the result of habit " 

1 Conduct — relation to habit 

2 Moral judgments 

3 Phases of development 

a instincts 
h imitation 
c will 

The above divisions aim to give a clear elementary knowledge 
of how the mind works. But for the teacher this is not enough. 
He must know what mental phenomena are most prominent in the 
child's life at a particular age and stage of development if he is 
to direct intelligently the child's education. 

B Genetic psychology — order and stages of development 

Introduction — a special form of descriptive psychology modified 
by laws of growth 
I Factors in development 

1 Influence of heredity 

2 Environment 

a physical 
h social 

3 Fundamental capacity 



1 Infancy 

2 Childhood 

3 Youth 

4 Adolescence 

5 Maturity 



15 

II Order of development through 

Trace — with reference to their be- 
ginning, growth and period of 
greatest power — the different 
phases of knowing — as percep- 
tion, memory and judgment, of 
feeling and of willing 
When the pupil understands mind in its processes and its unity, 
and child mind in its growth, he is ready to apply what he has 
learned, as principles of education^ to the art and science of teaching. 
This fundamental knowledge with its genetic attributes gives direc- 
tion to the two forces of school work — instruction and discipline — 
which, though their separation is more apparent than real, may be 
better understood by separate consideration. 

The teacher, in planning the new lesson, divides it into the con- 
ventional parts — preparation, presentation and application — or 
possibly into " the five formal steps." The exact division is not 
material but it is of consequence that he sees to it that each step 
finds its sanction in the laws of mental process. He may use 
" apperception," for example, in accounting for the work of prepa- 
ration, but unless he understands the elements of apperception, 
it may be only a cloak for concealing ignorance that might better 
be laid bare. In a review lesson, why is the method different ? 
This question must be answered in terms of results to be obtained 
which are to be approved only as they accord with the normal 
processes of mind. 

In discipline the problem is similar. There is a difference in 
strength and quality of emotion and will, determined by the nature, 
period of growth and surroundings of every child. What will 
inspire a sluggish mind, what correction is best for a particular 
case of disorder, what is the value of reading to a class Shelley's 
The Cloud or of placing on the wall a copy of Millet's Angelusf — 
these questions have their answers grounded in psychology. 

The power to solve such problems of instruction and discipline 
is the particular aim of this course. 

C Principles of education 

Introduction — The order in which the powers of the mind de- 
velop determines what to teach, when and how to teach it. 
Physical factors 

I Schoolroom comfort 



10 

2 Exercise and play 

3 Rest and fatigue — in their bearing upon attention 
I Instruction 

1 Course of study — selection of subject matter according to 

its value for training and development in natural 

order, e. g. 
a observation — nature study 

h memory — logical and verbal, in literature, number 
c imagination — fairy stories, myths compared with 

history and geography 
d judgment — accuracy conditioned by a, h, c 
c reason — when it should be relied upon — tracing of 

cause in mathematics, history 

2 Recitation 

a presentation of new material 
h review 

Analysis of different mental processes involved accord- 
ing to the subject, and the maturity of the class 
II Discipline — Its immediate aim is educational process; its 
ultimate aim, character 

1 How its aims are promoted through physical factors, 

course of study and recitation 

2 Special consideration of cultivating the emotions. Every 

emotion has its function in life 
a how the emotions are related to subjects in the course 

of study — poetry, number etc. 
h inhibition of emotion 

3 Imitation — personal factor — influence of the teacher 

4 The will — character, a completely fashioned will 

a value of habit 
h defects to be overcome 
c training according to order of growth 
" The formation of character underlies the cultivation of all the 
powers of the mind." 

SCHOOL MANAGEMENT 

The term school management as used in this syllabus is a com- 
l)rehensive one. The topics named below indicate its scope. Ex- 
aminations in this subject call for a knowledge not only of the 
organization of the school, the control of pupils, and the manage- 
ment of classes, but also of such important topics as school hy- 



17 

giene, the appointments of school buildings, and the equipment 
of the school. 

While such matters as the construction of the school building, 
the mode of heating, and the arrangement of windows are pro- 
vided for by other persons than teachers, it is, nevertheless, im- 
portant that teachers know correct standards to the end that they 
can intelligently call attention to unsatisfactory conditions and 
especially that they, may be able to make the best use of the ap- 
pointments provided. It is altogether too common to find a build- 
ing furnished with adjustable seats that are not adjusted to fit the 
DUpils occupying them, seats improperly placed in the room, the 
room overheated and window shades improperly adjusted. Through- 
out the course the members of the training class should be led to 
observe the conditions in the school with reference to such matters. 
It is not enough that the theory be presented. Frequent reports 
should be required on existing conditions. It is as important, like- 
wise, that members observe and discuss the cleanliness of the floors, 
desks and shelves, the general tidiness of the room and the care of 
the school equipment, as it is to observe and discuss methods of 
teaching lessons. The responsibility of the teacher for ascertaining 
precisely what equipment is available and for making proper use of 
such equipment should be impressed. 

While no one textbook now published covers adequately all the 
topics mentioned below, as a rule, the attempt should not be made 
to instruct a training class in this subject through lectures and dis- 
cussions alone. 

The management of the school is essentially a matter of admin- 
istration. It requires what is commonly known as executive ability. 
The teacher must make his action fit conditions. Personality counts 
for a great deal. Decision of character and good sense must be in 
evidence. The handling of a class requires something more than 
a knowledge of the subject to be taught and the methods of .pre- 
sentation, as important as these may be. The management of a 
school should be in accordance with the laws of the mind, but these 
laws are to be learned in the study of psychology rather than in the 
study of school management. 

Method in general should be considered but not methods of 
teaching particular subjects. Proper emphasis should be given 
to the importance of the recitation. At the same time the need of 
training pupils to prepare themselves for their recitations should 
be emphasized. 



18 

I Grounds 

Surroundings — desirable and undesirable. Size, char- 
acter and soil drainage. Means of beautifying. Use. 
Care. Teachers' responsibility. 
II Building 

Size and shape of schoolroom. Standards of floor sur- 
face, air space and lighting. Methods of heating and 
ventilating. Effects of improper lighting, heating and ven- 
tilating. Proper seating — size of seats, positions, distance 
apart, adjustment. Blackboards — height, color, character 
of surface, material, extent, crayon, erasers. Teachers' 
responsibility. 

III Decoration of rooms 

Tinting of walls. Suitable pictures — appropriate size, 
framing, hanging. Other decorations — casts, vases, plants, 
Attention to tidiness and general arrangement of the fur-, 
nishings of the room. 

IV School hygiene 

Relation of bodily conditions to mental work. Rest 
periods. Recesses. Calisthenic exercises — use and abuse. 
Posture. Color and adjustment of shades. Regulation of 
temperature of the room. Avoidance of drafts. Drinking 
water. Toilet accommodations. Home study. Eyesight 
in relation to school life. Diseases that concern the school. 
Dangers of dust. Daily attention to cleanliness. 
V Equipment 

Library and apparatus. How to secure each ; proper use 
of each ; means of caring for each. Inventory of books 
and apparatus. Teachers' responsibility. 
VI Relation of the teacher to the community and its educa- 
tional interests 
Means of interesting the community and securing co- 
operation. 
VII Organization 

Characteristics: simple, definite, systematic, practical. 
Importance of a good beginning. Preparation for first day 
of school. Registration of pupils. Seating of pupils. As- 
signment of work. Tentative program. Beginning work 
promptly. 
VIII Mechanical routine 

Passing in and out of the room. Passing to and from 
classes. Distribution and collection of materials. Location 



19 

and care of wraps. Orderly arrangement of books and ma- 
terials in desks. Signals. Proper use of blackboards. 
Leaving seats. Leaving room. Limitations of mechanical 
routine. 
IX Recess 

Importance. Time of day. Free play versus calisthenic 
exercises. Use of marching in schoolrooms — cautions. 
Supervision of play and playground. 
X Attendance 

Means of securing regularity and punctuality. Excuses. 
Reports to parents. What constitutes necessary absence 
and tardiness. 
XI Registers, records, reports 

Importance of accuracy, completeness, preservation. 
Forms. 
■ XII School government 

Aims of discipline. Necessity of authority. Proper 
characteristics of authority. Influence of personality of the 
teacher; the value of the voice, the eye and other such 
factors in the control of the school. Conditions of easy 
control. Pupils' self-government. Rewards and punish- 
ments — proper and improper. Consideration of particular 
classes of cases likely to arise. 

XIII Programs 

Factors involved in making a program. Relative im- 
portance of various subjects. Relation of subject matter 
to fatigue. Position of subjects on the program. General 
exercises. Number of classes. Correlation of studies. 
Typical graded school program. Typical ungraded school 
program. Importance of holding closely to program 
adopted. Study program. Recitation program. Relative 
time given to study and recitation. Preparation of tables 
showing weekly time allotment (study and recitation) for 
each subject of the course expressed in minutes: (a) in 
graded school, (b) in ungraded school. Reasons for and 
objections to dismissing younger pupils early. 

XIV The recitation 

1 Its extreme importance, especially in lower grades 

2 Importance of definite purpose and teacher's special 
preparation for each recitation 

3 Aims of the recitation — variously considered 

4 Means of arousing interest and of holding attention 



20 

5 The assignment of the lesson : time, purposes, manner 

6 Preparation of the lesson 

A regular time for preparation. Planning for the study 
period. Supervision of the study period. Teaching how to 
study, especially in intermediate and higher grades 

7 Five formal steps of the recitation : preparation, pres- 
entation, comparison, generalization, application. Charac- 
teristics of each step. Limitations of the Ivefold division 
of the recitation. Practical hints 

8 General characteristics of inductive and deductive 
teaching. Knowledge of the terms : analytic, synthetic ; 
objective, subjective; empirical, rational 

9 Particular or individual methods 

Lecture, question, Socratic. topic. Advantages and 
limitations of each. 

ID Oral and written work in recitation. Advantages and 
limitations of each. Frequency of written exercises. 
Tendency to an excess of written work in both the prep- 
aration and the recitation of lessons 

1 1 The art of questioning. General purposes of ques- 
tioning. Avoidance of overquestioning. Character of 
questioning in lower grades, in upper grades. Kinds of 
questions and special purpose of each. Faulty cjuestioning 

12 Length of the recitation in the several grades and 
subjects. [See outline under XIJI Programs] 

13 Importance and limitations of drill. The material for 
drill 

14 The unprepared pupil 

Reasons for lack of preparation. Treatment of the 
unprepared pupil 

15 Recitation waste 

Need of constant watchfulness. Rights of the class 
versus the rights of the individual. Enlisting the coopera- 
tion of all members of the class ; means employed 
16 Individual instruction 
When, where, why and how given 
XV Textbooks and syllabuses 
Uses and abuses of each. 
XVI Results to be tested 

I Efficiency in habit building: seen in movements and 
posture of pupils, line-movements of the class, written 



21 

work, blackboard work, speech, dress, cleanliness, accuracy 
and rapidity of execution. 

2 Knowledge : oral examination, written examinations : 
character of each, relative advantages of each, frequency of 
each. Proper manner of conducting written examinations, 
length, in what grades to be given, rating of papers. Dis- 
trict superintendents grade examinations. 

3 Power of application : relative importance ; suitable tests 
in application of knowledge. 

Reference books 

Bagley, William C. Class Management. 
Baldwin, Joseph. School Management and School Methods. 
Burrage & Bailey. School Sanitation and Decoration. 
De Garmo, Charles. Interest and Education. 
Hamilton, Samuel. The Recitation. 
Hinsdale. B. A. The Art of Study. 

Landon, Joseph. Principles and Practice of Teaching and Class Manage- 
ment. 
McMurry & McMurry. The Method of the Recitation. 
Newsholme, Arthur. School Hygiene. 
Rowe, Stuart H. The Lighting of Schoolrooms. 
Sabin, Henry. Common Sense Didactics. 
Seeley. New School Management. 
Shaw, Edward R. School Hygiene. 
White, Emerson E. School Management. 

ENGLISH 

No more difficult problem confronts the teacher of English in 
the training class than that of proper time allotments, for subject 
matter, methods and the review of the leading principles of gram- 
mar and rhetoric. In the absence of specific directions, there has 
been a tendency to overemphasize formal grammar and rhetoric to 
the neglect of matters more fundamental — a tendency that would 
be more excusable if riu-al teachers were mainly concerned with 
teaching the grammar grades. 

It is suggested that from one-fourth to one-third of the time 
should be used in gaining first-hand acquaintance with the literature 
assigned for appreciative reading, the memory . gems, the supple- 
mentary reading and with that recommended for grade libraries. 
In this reading the emphasis should be laid upon the subject matter 
itself, the consideration of its value to the grade in which it is 
studied and its adaptability to that grade. 



22 

The teacher should keep in mind that there are three distinct 
purposes in this study of Hterature : first, the power to appreciate a 
masterpiece; second, the unconscious development in the child of a 
better quality of thought; third, the formation of ideals of ex- 
pression. 

The time for this work is brief. Therefore a large portion of 
the reading must necessarily be cursory but there should be an in- 
tensive study of a few selections with careful notetaking. 

One-third of the time may well be given to a study of general 
and special methods applying well-recognized principles of psy- 
chology. To be of much value each step in this study must be 
exemplified by observation lessons and plan work. 

From one-fourth to one-third of the time may properly be given 
to a review of analytic grammar, elementary rhetoric and practice 
in composition work. 

Theoretically, it is more pedagogical to carry on these three lines 
of work together; practically, it will be found expedient to carry 
on the first two lines together and postpone the third to the latter 
part of the term; otherwise, many teachers will find that they have 
neglected the more important work for the less important. 

It is recommended that pupils keep carefully written notebooks, 
prepared by themselves, not dictated by the teacher. If loose notes 
are first brought to the class and there criticized before they are 
entered in the permanent notebooks, valuable habits of composition 
may be formed. The purpose of this notebook is not to give pupils 
fixed forms to follow in their teaching but to form in them habits 
of helping themselves when they shall have entered upon their work. 

These notebooks might contain among other things the following . 

1 A list of books read with comments on the value of each and 
the use to be made of each 

2 A list of selections chosen for reading to the pupil 

3 A list of books adapted to home reading 

4 A list of stories easily dramatized 

5 Plans for observation lessons 

6 Plans for reproduction exercises^ 

7 Plans for oral composition based on experiences 

8 Adaptations and condensations of stories for telling 

9 Model sentences to be used for coyping 



' It should be carefully noted that paraphrasing is not a kind of repro- 
duction exercise recommended in this syllabus. 



23 

10 Model letter forms to be used for copying 

11 Model paragraphs for dictation exercises 

12 Plans for memorizing 

13 Pictures suitable for use in composition classes 

Throughout the work the following fundamental principles and 
cautions deserve emphasis : 

1 That in teachers training classes more attention should be given 
to the work outlined for primary and intermediate grades than to 
that outlined for grammar grades 

2 That the child has much to say concerning his own experiences 
and the events that occur in his world 

3 That the English teacher should seek to improve the child's 
power to express his thoughts and feelings 

4 That the ability to express thought and feeling is acquired 
largely by imitation 

5 That imitating good models found in literature is effective in 
acquiring the art of expression 

6 That frequent repetition of correct forms promotes good habits 

7 That the study of English should give culture as well as dis- 
cipline ; therefore, the pupil's mind should be nourished and stim- 
ulated by contact with literature of power and beauty 

8 That by memorizing passages of good literature, the pupil be- 
comes possessed of good thoughts, acquires standards by which to 
judge of literary values and gains a purity and precision of ex- 
pression 

The following outline of study is suggested : 
I Primary grades 

1 The literature recommended for use in the primary 

grades (a) for the teacher, (b) for class use, (c) 
for home reading 

2 Oral composition 

a observation lessons : their meaning, nature and use ; 
suggestive plans 

b experiences : what kind of experiences can be used 
for oral compositions ; suggestive plans 

c reproduction : their basis ; value ; use in securing 
logical thinking, in teaching oral paragraphing ; 
suggestive plans 

d silent reading: its value as a basis for oral compo- 
sition work 

e pictures for composition work 



24: 

3 Written composition^ 

a copying of models; suggestive models 
b dictation exercises ; suggestive models 

4 Drills 

(/ the kinds of drills suitable for primary grades ; oral 

drills; written drills 
b suggestive list of drills ; plans for drills 

5 Story-telling 

o its value as a recreation ; as a basis for reproduction 

work 
b the characteristics of a good story for primary 

grades 
c condensation of long stories for small children 
d suggestive list of suitable stories 
5 Dramatization 

a its value direct and indirect 

b the kind of selections readily dramatized 

c suggestive list of selections for dramatization 

7 Class reading: a review of the Training Class Syllabus 

of reading for ])rimary grades 

8 Memorizing 

a how memorizing is best secured 
/; the value of memorizing 
c list of suitable selections 

9 The aims and limitations of English leaching in primary 

grades 
II Intermediate grades 

1 The literature recommended for use in the intermediate 

grades: (a) f(jr the teacher, (/;) for class use, (c) for 
home reading, ( d ) means of securing good literature 
through the purchase b}- the district and State duplica- 
tion and by traveling libraries 

2 Home reading: its value; how secured 

3 Oral com]K)sition 

a list of materials that ma}' be used as a basis for 

oral com]jositions (sec T. 2) 
b correlation of composition work with nature study. 

geography, school decoration, history and hvgiene 
(■ kin.ds of oral composition work : " narration, de- 



' Rules and reasons are not to be employed. Depend upon correct practice. 

- These should he taught wholly by practice under guidance of the teacher. 

Cliildren of intermediate grades should not be drilled in analytical rhetoric. 



25 

scription and exposition based on models from 

good literature 
d reproduction : the kinds of material best suited for 

reproduction work from stories ; from home 

reading 
e incentive to oral composition : stories told by the 

teacher ; selected passages read in class ; the use 

of the newspaper and current topics; pictures; 

reports of games, excursions, visits 
/ the relative values of written and oral compositions ; 

the danger of an excess of written compositions 
g plans for oral composition work 

4 Written composition 

a model paragraphs for copying — narrative, descrip- 
tive, expository 

h model dictation exercises 

c model letter forms 

d development of written paragraphs after the same 
have been developed orally 

e combination of paragraphs into simple but complete 
compositions, giving particular attention to logical 
sequence 

/ suggestive list of topics to be assigned for letter 
writing 

g methods of correcting written work 

h evils resulting from paraphrasing 

5 Drills 

a a list of drills recommended for intermediate grades 

h plans for drills 

c how much time should be spent in drills 

6 Use of library 

a the use of indexes, dictionaries and reference books 
h how the use of the school library may be encouraged 
for reference; for home reading 

7 Story-telling and reading to the class 

a the special value of these exercises 
h suggestive list of stories and readings 

8 The vocabulary 

a how built up 

h what intermediate pupils should learn from the 
dictionary 



26 

9 Class reading: a review of the Training Class Syllabus 
of reading for intermediate grades 

10 Informal grammar 

a the classification of words, phrases, clauses and 

sentences 
b the discovery of grammatical rules and their appli- 
cation 
c lesson plans for teaching classifications 
d lists of oral exercises in synthetic grammar 
e lists of written exercises in synthetic grammar 
/ lesson plans 

11 The aims and limitations of intermediate English teach- 

ing 

III Grammar grades 

1 Literature : selections from the literature recommended 

for the grammar grades 

a for the teacher 

b for class reading 

c for home reading 

d records of home reading; their value 

e the use of the school and public libraries ; how en- 
couraged 

2 Oral composition 

a continuation of narration, description, exposition 
and characterization begun in the intermediate 
grades 

b paragraphs based upon material supplied by nature 
study and agriculture, geography, history and 
literature 

c the combination of paragraphs into simple but com- 
plete compositions having " a clear beginning, a 
related middle and a definite close " 

d debates and discussions 

e plans for oral compositions 

/ lists of suitable subjects for oral compositions 

3 Written composition 

a study of choice selections of description, narration, 
exposition and characterization and their use as 
models for original work 

b list of suitable short selections of different kinds 
of composition 



27 ■ 

c simple compositions based on previous oral work 
d compositions based on imagined observations and 

experiences ; suitable topics 
e how to secure unity, emphasis and coherence 
/ business and friendly letters 
g compositions in topics from the assigned literature^ 

4 The vocabulary 

a how increased 

b what grammar grade pupils should learn from the 
dictionary 

5 Drills — to be given as need is disclosed by class work 

6 Reading 

a the necessity for continuing reading through the ■ 

grammar ,grades 
h how the aim in grammar grades differs from that 

in the lower grades 
c the value of declamation and of appreciative reading 

7 Grammar with textbook 

a review of classifications of words, phrases, clauses 

and sentences 
h inflections regular and irregular 
c analysis and synthesis of sentences 
d correction of common errors 
e synonyms 

8 Tests 

a the use and abuse of written tests 
h the value of the regular daily exercises in determin- 
ing promotion 
c the filing and preservation of daily work 
d regular written reviews 
e the uselessness of teaching for final examination 

PHYSIOLOGY AND HYGIENE 

In presenting the subject of physiology and hygiene, the aim is 
to promote good health and thereby insure strong bodies capable of 
efficient service and enjoyment of life. Hence the teacher needs to 
emphasize all points bearing on nourishment, care and protection 
of the body, particularly to instil in the minds of pupils the im- 
portance of proper and regular habits of eating, drinking and 
excreting. 



^ Paraphrasing should be avoided. 



28 

He should seek the cooperation of parents, especiaUy in cases of 
children who have formed wrong habits. He should also report to 
l)arents all cases of poor eyesight, hearing and other physical de- 
fects that may be remedied, to the end that boys and girls may 
grow to maturit}-, vigorous and well formed. 

This outline is arranged to cover the same topics in the same 
manner as in the Syllabus for Elementary Schools. The time for 
the work here, however, is so brief that it is not possible to consider 
all the details but only the important features, which should be 
emphasized. 

A careful consideration of the outline will show that it aims to 
be consecutive, progressive and constructive throughout the several 
grades. 

I The body 

Primary 

1 Composition: tlesh, bones, blood 

2 Functions : moving, breathing, eating and excreting 

3 Parts : trunk, arms, legs, stomach, mouth, teeth, lungs, 

skin, brain, eyes, ears ; location and use of each 

4 Needs : good food ; pure air ; pure water 

5 Hygiene : eating slowly ; chewing thoroughly ; care of 

teeth ; care in habits of excretion ; cleanliness of 
hands, face and all parts of the body; frequent bath- 
ing; danger from dust; proper clothing; dry clothing; 
correct position of the body in walking, standing and 
sitting 

Iniermedlate 

1 Review topics for primary grades 

2 Structure : cells ; tissues ; organs 

3 Uses of bones, flesh, blood, muscles, joints and tendons 

4 Needs : food ; pure air and water ; exercise and rest 

5 Composition of tissues : water, proteids. fat and mineral 

matter, all supplied by food 
Grammar 
T Review topics for primary and intermediate grades 

2 Names and functions of the principal bones and 

muscles ; advantages of strong muscles in work and 
play; tendons and their use; changes in bones as age 
advances 

3 Adaptation of structure to function, e. g. molar teeth ; 

shoulder joint 
The human body a living machine 



29 

II Foods 

Primary 

1 Needs for growth and repair; hunger and its cause; 

cooking; thorough chewing 

2 Dangers : overeating ; eating at irregular times ; washing 

down food 

3 Food specially good for children 

Intermediate 

1 Review topics for primary grades 

2 Composition and uses : water, proteid, starch, sugar, fat 

and mineral matter 

3 Hygienic preparation and preservation : meats, soup, 

canned goods etc. 

4 Necessity for a mixed diet : food suitable for breakfast, 

for luncheon, for dinner 

Grammar 

1 Review topics for primary and intermediate grades, and 

add more detail with reference to the use of nutrients 

2 Experiments to test the presence of the various nutrients 

in foods 

III Digestion 

Primary 

1 Meaning : work of the teeth, mouth and stomach ; neces- 

sity of getting food into a liquid form ; passage of 
liquid food through the lining of the digestive tube 
into the blood 

2 Digestive fluids : saliva and its use, names of other 

digestive fluids 

3 Care of the teeth 

Intermediate 

1 Review topics for primary grades 

2 Alimentary canal and digestive fluids : saliva, gastric 

juice, pancreatic juice, intestinal juice and bile ; the 
uses of each 

3 Muscles of the stomach and intestines — their action 

4 Absorption and assimilation 

Grammar 

1 Review topics for primary and intermediate grades with 

fuller discussion of each 

2 Experiments to illustrate osmosis and the digestion of 

foods 



30 

3 Adaptation of structure to function in the parts of the 
ahmentary canal 

IV Respiration 

Friiuary 

1 Organs ot breathing : nose, kings and windpipe 

2 Hygiene: best position for breathing; value of deep 

breathing; harm from tight clothing; dangers from 
dust; dangers from mouth breathing; need of proper 
temperature in the room — use of thermometer 
Interniediate 

1 Review topics for primary grades 

2 Organs of breathing more carefully studied; air cells 

and their functions; change of air in the lungs; oxi- 
dation 

3 Hygiene: ventilation of rooms; sweeping and dusting; 

need of moisture, specially in rooms heated by fur- 
nace or stoves ; danger from use of gas stoves and 
other stoves without pipes ; value of sunlight 
Grammar 

1 Review topics for primary and intermediate grades, 

studying them more in detail 

2 Experiments to show the nature of oxidation 

3 Hygiene : formation of habits of breathing to secure 

greater lung power ; proper methods of ventilating, 
sweeping and dusting 

V The blood and its circulation 

Primary 

1 Its use in carrying food and air to all parts of the body 

2 The heart — simple description 

3 The pulse — effect of exercise 

Intermediate 

1 Review topics for primary grades 

2 Blood, arterial and venous compared 

3 Organs of circulation : heart, arteries, veins, capillaries 

4 Circulation : pulmonary and systemic ; significance of the 

pulse 

5 Composition of the blood 

Grammar 

1 Review topics for primary and intermediate grades with 

study more in detail 

2 Corpuscles, red and white ; the function of each 

3 The lymph and lymphatic circulation 



31 

4 Experiments to show variations of pulse caused by 

exercise 

5 Temperature — when normal; the use of the clinical 

thermometer 

VI Excretion 

Primary 

1 Need of drinking plenty of water 

2 Excretion through the skin ; necessity for bathing ; use 

of soap 

3 Excretion by the bowels and kidneys ; necessity of fre- 

quent movements to get rid of the waste matter 

4 Toilet rooms : necessity for cleanliness ; false modesty in 

asking direction to a toilet room 
Intermediate 

1 Review topics for primary grades 

2 Skin and kidneys : their structure ; value of hot and cold 

baths 

3 Bladder: its location; danger of retention of urine 

Grammar 

1 Review topics for primary and intermediate grades 

2 Skin and kidneys: adaptation of structure to function 

3 Water, its free use a preventive of disease 

VII Nervous system 

Primary 

1 Sensation, its importance 

2 Brain and spinal cord, their location 

3 Nervous system compared with a telegraph system 

4 Hygiene: necessity of food, fresh air, sleep and rest 

Intermediate 

1 Review topics for primary grades 

2 Brain and spinal cord — their functions briefly discussed 

3 How the brain and spinal cord are protected from injury 

Grammar 

1 Review topics for primary and intermediate grades with 

more attention to detail 

2 The brain and other nerve centers ; sensory and motor 

regions 

3 Sympathetic system and reflex action 

4 The brain and mind growth 
VIII Special senses 

Primary 
I The five ways of getting information 



32 

• 2 Hygiene: care of the eyes, ears and nose; how these are 

injured; how they are protected; need of calHng a 
speciaHst; care and culture of the voice 
Intermediate 

1 Review topics for primary grades 

2 The eye and the ear — the parts and the functions of 

each 

3 Diseases : nearsightedness, farsightedness, cross-eye and 

astigmatism briefly discussed 

4 \'ocal cords ^ — their structure; change of voice in boys, 

need of special care of voice at that time; advantages 
of a good voice 
Grammar 

1 Review topics for primary and intermediate grades with 

more attention to details 

2 Models — their use; sheep's eye and brain used for 

illustration 

3 Acuteness of senses • — ■ how cultivated 
IX Narcotics 

Primary 

1 Danger from using alcoholic drinks, tobacco, tea, coffee 

and soda water 

2 Danger from the cigarette habit 

Intermediate 

1 Review topics for primary grades 

2 Discuss more fully the eflfects of narcotics and stimu- 

lants on the organs of the body and their functions 

3 Total abstinence — its value 

Grammar 

1 Review topics for primary and intermediate grades 

2 The insidious growth of the habit of using narcotics and 

stimulants 

X Protection of life 

Primary 

1 Contagious diseases: common contagious diseases; bac- 

teria ; need for quarantine ; dangers from common 
drinking cup, from putting pencils in the mouth ; 
vaccination 

2 Consumption : its origin, prevalence, preventive meas- 

ures ; street expectoration 



33 

3 Need for cleanliness : yards and streets ; dangers from 

dust; importance of personal cleanliness 

4 Cuts, bruises and burns, how treated ; danger from slight 

wounds from nails, knives and from Fourth of July 
celebrations 

5 Poisonous plants 

6 Electric wires 

7 Escaping' gas 

8 Rest and exercise : need of out-door exercise and sleep ; 

desirability of boys and girls knowing how to swim 
Intermediate 

1 Review topics for primary grades 

2 Emergencies : how to stop bleeding from an artery and 

from a vein ; production of artificial respiration in 
cases of asphyxiation 

3 Exercise : value of games, walking, riding, skating etc. 

Grammar 

1 Review topics for primary and grammar grades with 

more attention to detail 

2 Bacteria : their nature and relation to disease 

3 Insects and animals that carry disease 

4 Sanitation : health officers and their duties ; removal of 

garbage, public movements to prevent the spread of 
tuberculosis ; importance of good water system and 
good sewage system to a community ; parks, play- 
grounds and baths in cities 

Methods 

In the primary grades all lessons should be oral and should not 
exceed lo minutes. 

In the intermediate grades an elementary textbook must be used. 
Illustrate structure, as far as possible, from the pupil's body. 
Demonstrations of osmosis and tests for nutrients may be per- 
formed by the teacher. 

In the seventh and eighth grades a more advanced textbook 
should be used. Models, also parts of a sheep as the lungs, eye, 
brain, should be employed to show structure. Experiments to show 
osmosis etc. and tests for nutrients should be made by the pupils. 

The law in regard to teaching the efifects of alcohol, narcotics 
etc. should be carefully observed by giving the number of lessons 
required for the different grades. Small grades may be combined. 



3-i 
METHODS IN READING, SPELLING AND WRITING 

READING 

Reading is the beginning of formal education ; it is fundamental 
to the studies of the elementary school, since it is the means of 
acquiring subsequent knowledge. 

Whatever may be the future of the child, he must be taught to 
read well, otherwise interest in his studies will begin to fail by the 
time he has finished half of his elementary course. Many pupils in 
intermediate and grammar grades are considered stupid and un- 
responsive because they have not been taught to read. The mind of 
the child of lo or 12 is not nourished, simply because he has only 
the 8 year old child's capability of getting knowledge through read- 
ing. His imagination is not stirred, his ambition is unaroused. 
Getting useful information or the thought of a beautiful story is 
for him too hard a task. 

From the first, teachers of training classes should endeavor to 
impress the fact that the teaching of reading demands resource, 
variety and patience. 

During the first two years, the teacher should have each recita- 
tion planned in advance just as carefully as in any other part of the 
course. She should have an inexhaustible wealth of device ready 
for use and aim to secure the quickest possible response. 

Words should be constantly reviewed and instant recognition 
should be required. Expression should be secured the first time 
that children read words forming a sentence. 

A pupil in the first year should be taught to read whole sentences 
fluently and with correct expression. If he begins to hesitate he 
should not be allowed to continue. Fluent reading of short sen- 
tences may be secured by requiring the child to read a sentence to 
himself and then to give it without looking at his book. How^ever, 
looking off the book is not necessary. 

The same result can well be secured, together with the additional 
advantage of increasing the quickness of recognition in the fol- 
lowing manner : Write a sentence on the board and after giving 
the children time to prepare the sentence silently, erase it, then re- 
quire some child to give the sentence orally with the proper ex- 
pression. 

A good drill to secure rapid recognition of words as well as 
good expression is to place a list of words on the board. While 
the pupils watch silently, the teacher points quickly in succession 
to several words that make a sentence. When she has finished 



35 

some pupil is required to give the sentence with expression. Pupils 
may themselves in turn point to words that make a sentence and 
call on others to read the sentence made. Children should rarely be 
told words when they are called on to read, but new words should 
be taught in advance of the reading. 

Members of training classes need to be warned that instruction in 
reading should continue throughout the course. Too often recita- 
tions in the fourth and higher grades are merely perfunctory periods 
of " word naming." 

The teacher should take advantage of the child's power of imi- 
tation. She should carefully prepare model exercises in expression 
and read them to her pupils for imitation. Exaggerated expression 
will do no harm in the lower grades. 

After the pupil leaves school, his reading will be almost entirely 
silent, therefore much practice in silent reading should be given in 
both the intermediate and grammar grades. The relation existing 
between the rate of reading and the ability to interpret should also 
be kept in mind. 

In the upper grades emphasis should be placed on appreciative 
reading. In programs of the seventh and eighth years reading of 
wide and varied range should be accorded a prominent place, Sup- 
plementary reading in connection with history, geography and 
physiology should not take the place of regular instruction. 

Teachers of training classes may well devote attention to common 
faults in reading. Model recitations should be carefully planned 
to illustrate all phases of the work. 

I Methods of teaching primary reading 

1 Alphabetic method 

2 Word method 

3 Sentence method 

4 Phonic method ■ 

5 Various combinations of these methods 

6 The theory and purpose of each method 

7 Advantages and disadvantages of each method 
II Teaching of primary reading 

1 The aim 

2 The teaching of words 

a objective teaching of words and the steps in the 

process 
b the teaching of simple sounds — phonograms 
c sight words and blend words 



36 

(/ the use of perception cards and other devices to 
secure immediate recognition of words 

e number of sight words that an average class should 
know at the end of lo weeks; at the end of the 
first term ; at the end of the first year 

/ the use of the blackboard explained ; the use of the 
reader ; relative advantages of each 

(J sight reading 

3 The teaching of expression 

a the nature of good expression 

h its importance in reading 

c devices for securing good expression 

d the importance of emphasis and inflection 

e imitation 

/ dramatization 

4 Common faults in primary reading and their correction 

5 The amount of reading that can be well done during the 

first year; the second year. 

6 Reading by the teacher — its purpose 

7 The purpose and danger of the use of pictures in read- 

ing books 

8 The hygiene of reading 

a position of the body and holding of the book 
h eye fatigue — how prevented: size of type; glazing 
and color of paper; arrangement of page. 
Ill The teaching of intermediate reading 

1 The aim 

2 The sources of the material for reading 

3 The teacher's preparation of the lesson 

4 The pupil's preparation of the lesson 

5 Reading aloud and reading silently ; the importance of 

each and its relative value 

6 Thought getting — interpretation of what is read — 

" inner speech " 

7 The connection between good reading and knowing how 

to study 

8 Devices for securing interpretation of oral and silent 

reading 

9 Rates of reading 

a the purpose of the different rates in oral reading 



3Y 

b comparative ability of fast and slow readers to 

interpret when they read orally; silently 
c the effect of lip movement on rate of silent reading 

10 Desirable habits in oral reading 

a correct position 
b the ability to " look ahead " 
c the ability to look up at times 
d other -habits 

11 Common faults in intermediate reading and their cor- 

rection 

12 Diacritical markings 

a their names, and the modification of sound produced 

by their use 
b the practical value of such markings 
c syllabication — practice in marking words of mod- 
erate length 
d accent — drill in marking 
e the use of the dictionary — when begun 
/ drill in the use of the dictionary 

13 The amount of reading desirable in each of the inle'' 

mediate grades 

14 Reading by the teacher — its purpose 

15 Dramatization 

IV The teaching of reading in the grammar grades 

1 The purpose 

2 Appreciative reading ; suitable selections 

3 The teacher's preparation ; the pupil's preparaiion 

4 Speed drills with reference to interpretation 

5 The amount of reading desirable 

6 The story of the derivation of the language 

7 Word studv : common prefixes, roots and suffixes ; sep- 

aration of words into prefix, root and suffix ; pre- 
cautions 

8 Synonyms 

a method and extent of study 
b some common synonyms 

9 Common faults in the grammar grades, their causes and 

cure 

V The meaning of the followinp- topics of general applica- 

tion and methods of teaching each 

1 Emphasis 

2 Force and stress 



38 

3 Pitch 

4 Cadence 

5 Tone — kinds 

6 Phrasing 

7 Correct breathing — its relation to good oral reading 

8 Pauses — kinds 

9 Articulation 

10 Enunciation 

1 1 Inflection 

NOTE. Pupil teachers should have practice in marking selections of prose 
and poetry for phrasing, inflection and emphasis ; and should learn by 
application to various selections the effects of rate, pitch, tone and force. 

VI Supplementary reading 

1 Distinction between basal and supplenientar}- reading 

2 Purposes of each 

3 Sources of supplenientar}- reading for ( a ) primary 

grades, {b) intermediate grades, (r) grammar grades 

4 Reasons for differences in sources in different years 

5 Comparative value of using basal reader and other 

books for sttpplementary reading 

6 Amount of supplementary reading desirable in each ])art 

of the course 

7 Names of books suitable for supplementary reading in 

each year \sce Syllabus for Elementary Schools] 

VII Grade libraries 

1 The use and purposes of grade libraries 

2 Their relation to the general school library 

3 The responsibility of the teacher in the care of the 
. ^'.~' library ; special duties involved 

4 Devices for getting pupils interested in grade libraries 

5 Suitable library books for each of the elementary grades 

6 Desirable reference books in each of the upper grades 

(a) for the teacher, (h) for the pupils 

7 Traveling libraries and how they may be obtained 
VIII Memory selections 

1 Their piu'pose and extent 

2 Methods of memorizing 

3 Common errors in manner of oral reproduction 

4 Extent to which work of previous years should be re- 

viewed 

5 Suitable selections for each year of the elementary 

course [see Syllabus for Elementary Schools] 



39 

SPELLING 

Training class teachers should bring to the attention of pupils 
common mistakes made in the teaching of spelling. Much poor 
spelling is due to the fact that teachers assign too many words to 
be learned. Too often the words learned mean nothing to the 
child, and the pupils are not required to use the words in any kind 
of written work. The rule to be impressed should be : " No lesson 
so long that it can not be learned perfectly by the class." 
Written and oral spelling 

The advantages and disadvantages of each 
The purpose of combining the two. Relative importance 
Spelling in primary grades 

1 Method of teaching spelling to beginners. Reason 

2 Relation of phonics to spelling 

3 Pronunciation of the word. When and why? 

4 Visualization. Its meaning and purpose 

5 Method of teaching the spelling of homonyms 

6 Length of the lesson in each grade 

7 Devices to secure interest in spelling 

8 Mistakes to be avoided 

Spelling in intermediate and in grammar grades 

1 The length of the lesson 

2 The preparation of the lesson 

3 Pronouncing syllables 

4 Dictation 

5 Rules — their value and limitation 

Rules that should be learned and applied 

6 Poor spelling — its causes and remedies 

NOTE. In cases of abnormally poor spellers the teacher should seek the 
explanation of defects in sight, hearing or organs of speech. 

TRAINING CLASS UNITED STATES HISTORY AND CIVICS 

The subject matter of training class history will be based upon 
the courses for fifth, sixth, seventh and eighth grades as outlined in 
the Syllabus for Elementary Schools. In connection with the 
study of this subject matter careful attention should be given to 
the consideration of effective modern methods of teaching ele- 
mentary United States history. 

The following books will be found helpful : 
Wayland. How to Teach American History. Macmillan. 
Johnson. Teaching of History. Macmillan. 
Mace. Methods in History for Teachers and Students. Rand, McNally 



40 

SCHOOL LAW 
I Township school system 

1 School districts 

2 Town school units 

3 Town school officials 

a Clerk — duties 
b Treasurer — duties 

c Town board of education — qualifications, duties 
and powers 

4 Official relation between town board of education and 

the district superintendent 

5 Appointment of janitors, truant officers, medical in- 

spectors, physical training inspectors 
a Their duties 

6 Qualifications of voters at school district meetings 

(a) General; (b) special 

7 Contract districts 

8 Transfer of pupils 

9 Transportation of pupils 

10 School buildings and sites 

a Buildings: (i) Plans and specifications; (2) con- 
demnation; (3) location; (4) approval of plans; 
(5) repairs of; (6) use of 

b Sites: (i) acquisition of; (2) condemnation of 
land for 

11 Schools free to children of town 

a When charge can be made for academic instruction 

12 When town board can provide free textbooks 

13 Tax budget 

a When and by whom made 
b How many made 
c What it must contain 

14 Assessment and collection of taxes 

15 Custodians of school records, books and other district 

property 

16 Annual school meeting 

(a) When held; (b) appointment of inspectors; (c) 
method of conducting; (d) voters 

17 Textbooks — how adopted 
II Town and county officers 

I School duties of (a) supervisor; (b) town clerk; (c) 
countv treasurer 



41 

III District Superintendent 

1 Qualifications 

2 Election 

3 Term 

4 Salary 

5 Vacancy 

6 Powers and duties 

IV School directors 

1 Number in each town 

2 Election 

3 Term 

4 Duties 

V Education Department 

1 Board of Regents 

(a) Number; (b) how chosen; (c) term; (d) powers 
and duties 

2 Commissioner of Education 

(a) How chosen; (b) term; (c) salary; (d) powers 
and duties 

3 Organization of Education Department 
VI School taxes 

1 How authorized 

2 By whom assessed 

3 Tax list 

4 Property exempt from taxes 

5 Collection 
VII School moneys 

1 Quotas and amounts — supervision, district, teachers, 

academic 

2 Condition on which each is appropriated 

3 Apportionment for books, maps, pictures and apparatus 

4 Withholding moneys 
VIII Textbooks 

1 How adopted 

2 How changed 

3 Penalty for violating the law 
IX Teachers 

1 Required age 

2 Licenses 

a Normal school diploma 

b State certificate 

c Training class certificate 



42 

d Training school certificate 

e Rural school renewable certificate 

/ College graduate certificate 

g Kindergarten certificate 

h Temporary license 

3 Statutory requirements for these certificates 

4 Indorsement of certificates 

5 Payment of unqualified teachers 

6 Revocation of certificates 

(o) Causes; (^b) by what authorities 

7 Causes for dismissal 

8 By whom employed 

9 Contract with relatives 

10 Essentials for a legal contract 

11 When compensation is due 

12 How teachers are paid 

13 Verification of records 

14 Hours of teaching 

15 Closing school 

16 Contract for hiring 

17 Authority over pupils 

18 Suspension of pupils 

19 Expulsion of pupils 

20 Infliction of corporal punishment 

21 Record of attendance 

22 Payment when school is closed 

23 Pensions 

X Compulsory education law 

1 Required attendance 

2 Required instruction 

3 Attendance officers — by whom appointed and duties 

4 Evening schools 

5 Record certificates 

6 Employment certificates 

7 Penalty for unlawful employment 

8 Penalty for noninforcement of law 

9 Arrest of truants 

10 Truant schools 

1 1 School register — how kept 

12 Length of school year 



43 

XI Other special laws 

1 Arbor Day 

2 Flag law 

3 Fire drills 

4 Physiology law 

5 Holidays 

6 Fire escapes 

7 Medical inspection 

8 Vaccination law 

9 Health and decency act 
XII Courses of study 

1 What subjects must be included 

2 What subjects may be included 

3 Authority to adopt 

NATURE STUDY AND AGRICULTURE 

In nature study and agriculture no separate syllabus is proposed 
for training classes, but they will use the outline in the Syllabus 
for Elementary Schools, to which they are referred. There the 
work is laid out for the five years 1910-15. The training classes 
will confine themselves, however, to the outline for the year in 
which the training class is held and the two succeeding years ; but 
the classes in 1917-18 will prepare on the outlines for 1912-13, 
1913-14 and 1914-15. 

DRAWING AND HANDWORK 

The following syllabus in drawing and handwork presents in 
more definite form that subject matter in the Syllabus for Ele- 
mentary Schools which is essential to the work of the training 
classes and rural schools. It includes in addition a simplified out- 
line, suggestive methods and time arrangements and lists of pictures 
for picture study with firms which publish the inexpensive prints. 

This syllabus supplements the Syllabus for Elementary Schools 
for the limited time now devoted to drawing in the training classes, 
and forms the basis for all training class examinations. The gen- 
eral nature and scope of the Syllabus for Elementary Schools 
should, at the same time, be clearly understood by each pupil. It 
also serves as a supplement to the Elementary Drawing Syllabus for 
rural schools. 



44 

TRAINING CLASS NOTES 

Recitations, Each regular recitation in drawing presupposes 
on the part of the training class pupil preparation of outside work 
definitely assigned by the teacher. 

The recitation should present methods of teaching drawing in the 
rural school and should review the theory and practice gained in 
high school. Principles should be emphasized. The special aims in 
the work of each grade and the close relationship between drawing 
and other subjects should be made clear. 

The following is suggested as a minimum arrangement for time 
and subject in the recitation work : 

SUBJECTS 
Representation 

Primary illustration 

Perspective of objects and plant fomis 
Design 

Decoration, primary 

Design 

Lettering 
Mechanical 

Working drawings 

Patterns 
Picture study 



Total 40 

Correlation.^ Teachers of training classes will find the allotted 
time short, but it very often happens that drawdng is the best means 
of presenting and studying other subjects. If proper correlation is 
carefully emphasized, time for additional drawing of the most vital 
kind will be found. The following suggestions indicate how this 
may be done : 

Map drawing, enlarging and reducing to proportion, should be 
taught as part of the work in geography and history. 

Design hi relation to furnishing, color and decoration of walls 
and curtains, arrangement of materials, honor rolls, etc., is to be 
considered as part of school management. See pages 18, 19. 

Design for charts to record weather and crop conditions, migra- 
tion of birds, etc., as well as representation of facts of grozvth of 

^ See paffc 61. 



45 

nature forms should be studied in connection with nature study. 
See page 43. 

Draiving of simple symbols should be used with primary 
arithmetic 

Picture study shouki be used to advantage for descriptive work in 
either oral or written English. 

Methods of study for training class. In studying drawing it is 
well for the training class to follow the plan of work in the Syllabus 
for Elementary Schools, beginning with primary and working up 
through intermediate and grammar grades, studying subject matter 
as may be necessary in connection with methods of presenting the 
subject. In all phases of drawing, notebook work and collections 
(see plate 6) are of the utmost importance in giving the pupils 
some insight into the possibilities of extending the work beyond 
the few examples the}' will have time to work out while in class. 
The class drawings should be made large enough to be seen across 
an ordinary schoolroom, and should be carefully preserved for use 
when the pupil is called upon to teach the subject. 

Each pupil should include in the notebook pages of clippings 
illustrating the principles of representation and design and supple- 
ment this by pages of small sketches showing patterns and working 
drawings of objects suitable for construction in a rural school. 
This may properly be related to design for holiday gifts, souvenirs, 
games, well-arranged schoolrooms and grounds, consideration being 
given to the application of a few fundamental principles to the 
general management of the school as well as to the study of specific 
grade problems. 

Much time can be saved in this work if each training class pupil 
will draw one or more sheets illustrating a given topic such as 
pattern for holiday gifts or working drawings of construction prob- 
lems such as plant boxes, shelves, benches etc., to be printed on the 
class hectograph for exchange with the rest of the class. 

Training class pupils should have practice in making such 
drawings in preference to spending all the allotted time in attempt- 
ing to acquire skill in the use of instruments. It is suggested, how- 
ever, that some practice be given in problems involving the use of 
compass and ruler. 

Work in mechanical drawing and construction in the training class 
is facilitated bv the use of cross-section paper for sketching notes. 



4() 

Because of the limited time it may not be advisable to construct 
more than two or three objects accurately from mechanical draw- 
ings. For the same reason only a limited number of accurate draw- 
ings can be made, though reference material and notes should be 
abundant. 

Picture study. Pupils should have available the inexpensive 
prints of pictures selected for study. 

It is best for each one to provide herself with these prints so 
that she may mount and annotate them in readiness for teaching. 
If it is impossible to secure all, a selection should be made including 
some from each grade. 

One recitation, at least, should be devoted to methods of pre- 
senting picture study in ways suited to the various stages of the 
child's development. 

Many helpful suggestions along this line may be found in the 
School Arts Book for October 1909 and the School Arts Magazine 
for October 191 3, as well as in the books listed under picture study 
for the grades. 

A few changes from the Syllabus for Elementary Schools will 
be noted. It seemed advisable to place one American painter in 
each grade. Therefore a few pictures are rearranged. In only 
one instance is a new picture substituted. " Lessons in Boat Build- 
ing " by Bacon, is inserted in place of " The Oath of Knighthood " 
by Abbey in grade 5. 

SIMPLIFIED OUTLINE FOR TRAINING CLASSES AND RURAL SCHOOLS 

Outline for grades 1-4 

General subjects : Illustration. Decoration. Color 

1 Topics 

a Illustration : Special days, occupations, games, stories 

h Decoration : Christmas booklet, valentine, bookmark, Easter 

card, calendar etc., simple lettering 
c Color : Use of hues in design problems 
d Pictvu'e study 

2 Mediums 
a Pencil 

h Colored crayon 

c Chalk and blackboard 



47 

3 Practice 

a Single objects in flat (elevation) 

b Composition — grouping 
- c Given units for design motifs to be used with reference to space 
arrangement and application; single letters or words con- 
sidered as hints in design 

d Matching of hues 

4 Aim 

a Facility of expression 

b Good proportion 

c Order in spacing and arrangement 

d The ability to recognize in each grade six pictures and to tell 
who painted them 

e The ability to distinguish and match hues. 

Explanation. By the term " Illustration " is meant picture 
making as a means of expression, not formal representation. It 
will be noted that perspective is not called for in these grades. 

By " Decoration " is meant the simple arrangement called for in 
such a problem as the booklet, requiring the spacing of a few letters 
and a decorative motif copied for the purpose. There need be no 
attempt at original designing. 

Outline for grades 5-6 

General subjects : Representation. Design. Color. Maps 

1 Topics 

a Representation : Nature and object drawing 

b Design and color : Booklets, cards, calendars, mats, doilies etc., 

use of hues and values in connection with design, simple 

lettering in single line 
c Maps : Simple maps 
d Picture study 

2 Medium 
a Pencil 
b Crayon 

c Blackboard 

3 Practice 

a Single objects in flat (elevation) and parallel perspective 

b Nature in mass, outline and suggested color 

c Original design motifs drawn on squared paper in black and 

white and color 
d Pencil maps wnth or without quiet flat color 



48 

4 Aim 

a Truth in observation 

b Continued facility in expression 

c Simple original decoration with application 

d The ability to recognize in each grade six pictures and to tell 
who painted them 

e Ability to distinguish at least two vakies of each color 

Explanation. Drawing as pure " Representation " begins in 
this simplified outline with the fifth grade and in object drawing 
proceeds only as far as parallel perspective. In these grades, 
" Decoration " becomes " Design " so far as the adaptation of a 
nature or geometric form on squared paper will allow. 

Teachers should continually drill on the work of the previous 
grades which is easily correlated with the requirements for the fifth 
and sixth. 

Outline for grades 7-8 

General subjects: Dra-K'iiig. Design. Color 

1 Topics 

a Drawing: Representation of nature and objects, mechanical 
drawing, science drawing, map drawing 

b Design and color : School booklets, posters etc., problems 
relating directly to the home — the " Home Center," dis- 
criminating use of color, hue, value and chroma applied to 
the foregoing 

c Simple gothic or single line letters (see plate 5) 

2 Mediums 

All and any mediums applicable to the work in hajid 

3 Practice 

a (Jbjects drawn in any position 

in cravon. pencil or chalk 
b Drawing for all purposes that is, nature study, geography etc., 
(• Design applied to school and home problems to include lettering 
d Color matching — mixing and application 

4 Aim 

a A knowledge of the various methods of expression by means 

of drawing 
b A knowledge of the fundamental design principles with definite 

application to practical problems and a discriminating color 

sense 



49 

Explanation. " Representation " gives way to " Drawing " in 
the seventh grade, for now the pupil should draw free-hand or by 
mechanical means, as the problem demands. 

Design is but another means of drawing and centers about the 
home. At the end of the eighth grade, pupils should be able to 
understand the use of the pencil and crayon and such materials as 
are necessary for the more simple constructive problems adaptable 
in schoolrooms. A high grade of technical skill is not expected but 
intelHgent and efficient workers should be developed. 

SUGGESTIVE METHODS AND TIME ARRANGEMENTS 

General methods. Many teachers in rural schools are uncertain 
zvhat to work for, and because of the crowded program do not 
quite know how to plan for all the classes. 

For these teachers, as well as for the training class pupils, the 
following suggestions are made as to methods of working: 

It is the limited time rather than any want of material or lack 
of willingness to work on the part of teachers or pupils that causes 
difficulty. This difficulty seems worse than it realty is and can 
be largely overcome in two ways. First, by concentrating interest 
and strength in doing a fezv things zvell; second, by grouping 
the various forms of drawing about a common interest and connect- 
ing that interest with other subjects, such as geography, nature 
study, English, home life, games etc. This is further illustrated by 
the suggested outlines for different months which also show how 
different lines of drawing should be emphasized at the times of 
year when the child's natural interest is most readily aroused. The 
second method is by organizing the school in such a way that all 
may have a similar drawing lesson at the same time but of varying 
degrees of difficulty adapted to the child's ability. 

This may be accomplished by 

1 Seating in groups — Primary, intermediate, grammar. 

2 Placing specimens, models etc., where they can be plainly seen 
by the group using them. 

3 Planning similar zvork with varying degrees of difficulty for 
each group. 

4 Stating aim of lesson clearly to each group at beginning of 
lesson and giving a fezv definite directions. 

5 Placing directions for design for the different groups on 
separate blackboard spaces. 



50 



6 Using a regular method to distribute, collect and care for ma- 
terial, thus avoiding confusion and waste of time. 

Example. In planning a lesson in drawing in connection with 
nature study i}i the primary (jrades. single simple sl^eeiiiiens shtuld 




G 






l::-S-i 




O Groa'es Jr-J^ 

be selected for the children to see and they should draw the general 
shape and color, getting the general proportions of length and 
breadth. Grades 5 and 6 should work from specimens with two or 
three parts, studying the general proportions of each and their 
relation to each other, and making a truthful record of general 
structure, direction of growth, shape of stem, size of leaf compared 
with fruit or blossom, etc. 

Grades 7 and 8 should have somewhat more complex and diffi- 
cult problems to be studied for (o) the proportion of parts in rela- 
tion to the whole, {h) the structure of the parts, (c) characteristics 
of the specimen, (d) technic. 

Correlation. Drawing lends itself readily to many other subjects 
in the curriculum. The following suggestions indicate how this 
may be done. 

Map drazving, enlarging and reducing to proportion, should be 
taught as part of the work in geography and history. 

Design for charts to record weather and crop conditions, immi- 
gration of birds, etc., as well as representation of facts of growth of 
nature forms, should be studied in connection with nature study. 

Drawing simple forms should be used with primary arithmetic. 

Design and mechanical drawing should be so vitally connected 
with home and social interest that the work started in school may be 
completed outside to the benefit of the community. 

For further suggestions on correlation, see notes under Picture 
Study, page 61. 



51 



Topical outlines. In arranging the work by topics teachers 
should avoid too much variety. One lesson should easily lead to 
another and a carefully arranged and graded sequence from one 
subject to the next should be apparent. Greater efficiency may be 
gained by uniting the work in some such way as follows : 



Grades 1-4 

Picture study 
Can't You Talk 
Escaped Cow 

Draw in color 
apple or pear 
grape leaf 
oak leaf 
carrot or beet 
pumpkin, 2 colors 



Jack-o'-lanterns 



October — Topic : Harvest 
Representation, Seeing, Color 

Grades 5-6 Grades 7-8 

Picture study Picture study 

The Gleaners The Hay Maker 

Horse Fair Water Carrier 



Color or pencil 
group 2 apples 
grape leaf on vine 
acorns on twig 
beet with leaves 
pumpkin, match hues and 
values 

Hallowe'en cards 



Pencil with optional 
color 
apple branch 
cluster of grapes on vine 
oak branch with acorns 
cross-section of apple 
cross-sections of squash 

or cucumber 
Hallowe'en cards 



November — Topic : Harvest Preparation for Winter 

Representation, Design, Planning 



Grades 1-4 
Picture study 
The Children of the 

Shell 
Shepherd and His Flock 

Draw in color 
rose hips 
any vegetable 
letter harvest and name, 

to be used on folder 

for work 

Start Christmas gifts 
problem correlated with 

cross-stitch holders, nee- 
dlebook, 



Grades 5-6 
Picture study 
The Shepherdess 
Puritans Watching 
Relief Ships 



Grades 7-8 
Picture study 
The Mill 
for Pilgrims Going to 
Church 



Pencil 

woodbine or bittersweet 

cross-section of fruit 

letter labels for use at 

home or in school 



Color or pencil 
woodbine 
bittersweet 

cross-section of fruit 
letter nature study folder 

for work 
; collect clippings for suggestions ; choice as to 
arithmetic in measuring and counting for patterns. 

cross-stitch bags, aprons, whittle paper knife, key- 
holders, cushions etc. rack, sew collars, nee- 
dlebook, apron 



Grades i-\ 
Picture study 
Sistine Madonna 



December 

Construction, Design, Gifts, Giving 

G He", 5-6 Grades 7-8 

Picture study Picture study 

The Holy Family Golden Stairs 



Madonna of the Chair Arrival of the Shepherds Madonna of the Shop 



52 



Study of patterns and working drawings for objects to be made for gift. 
Decoration derived from nature forms, berries etc. used as rosettes and 
borders. 

candy boxes (square and sewing basket 

hexagonal prism) waste basket (frustum 

candle slide (cone) of pyramid, square or 

pincushion with rosette hexagonal) 
from nature (cylinders toothbrush rack 
on prism forms) key rack 



pin tray (plinth) 

candy box (cube) 

cornucopia (cone) 

stars 

calendar 

string seeds, cones etc. 

for garlands 

Collections of clippings are almost indispensable 



Grides 1-4 

Picture study 
Little Samuel 
Pied Piper 

T1V0 dimensions 
straight line figure 

illustrate stories 
objects involved drawn 
flat or in silhouette 



January 

Appearance, proportions of objects 
G.iles 5-6 

Picture study 
Reading from Homer 
Sir Galahad 
Three dimensions mass 

or silhouette 
toys, involving circles, 
that is drum, cart etc. 
cup 
bowl 
pail 



G.ll23 7-8 



to 



Picture study 
William II of Nassau 
Fighting Temeraire 
Details of construction, 
proportion of parts, 
study circles 
bowl 
pail 
bottle 
plant jar 
clock face 



From the fifth on objects of similar shape related to history or geography 
brought from foreign lands. Lettering folder or booklet cover to contain 
drawings of objects. 

Materials. Training class pupils and rural teachers should have 
some idea of substituting, when necessary, available materials in 
place of those generally used, such as follows : 

pine cones 

straws 

pumpkin seeds 

sunflower seeds 

mountain ash berries 

black alder berries 

rose hips 

plain wall papers 

paper colored with crayons or dyes 

imprinted newspaper 
wall papers 
wrapping papers 



For colored beads use 



For colored paper use 

For manila or white 
paper use 



53 

^ , , tablet backs, pierced 

For looms use i , n i. 

chalk boxes, etc. 

pine needles 

rushes 

For raffia use -I straw 

i-ags 

yarn 

r checked gingham 

For sewing use J unbleached muslin 

[_ scraps from piece bags 

When once the children's interest is aroused in making things, 
they will find unexpected resources in such materials as spools, 
cigar boxes, shingles and various odds and ends sometimes put in 
piece bags or attic. These can be used to advantage outside of 
school hours for constructive illustration or toy making. 

REPRESENTATION 

Aim. The aim of the work in representation varies in the differ- 
ent grades. It should show progress with the development of the 
child, from the simplest form of general proportion in the primary 
illustration to the careful, accurate representation of facts and 
appearances in the eighth grade. 

Grades 1-4. (Illustration). The training class pupils and 
primary teacher should understand that a little child sees things in 
mass and has neither the mental nor muscular development to make 
drawings involving fine detail. 

It is necessary for a child to gain new impressions, constantly 
to add to and sharpen his mental images, and the expression of his 
thought, either by language or drawing, increases his power of 
perception. It is for this reason that illustration of familiar events 
and stories is introduced as the first form of representation, utilizing 
the knowledge the child has gained before entering school as a 
basis for his training in observation and expression. 

Centers. It is well to center the drawing about various groups 
of interest. 

In planning these centers, it should be the aim to lead the children 
gradually from the well-known images of home life and environ- 
ment to less familiar subjects, so that in every topic there may be 
all possible points of familiarity. 

The following is a suggestive sequence: 

I Recent or familiar events of interest 



54 



2 Familiar nursery stories 

3 Familiar occupations 

4 Familiar games 

5 Games and occupations of foreign children 

As centers for constructive illustration the following are 
suggested : 

1 The farm or life of today. 

2 The Pilgrims or early settlers. A simple form of civilized home 
life. 

3 The Eskimos. Primitive life under winter conditions, with 
simple constructive forms whose purpose may be readily compre- 
hended. 

4 The Indians. Savage or barbarous life with higher forms of 
utensils calling for more thought and manual skill in the con- 
struction. 

5 Foreign homes, namely, Japanese, Dutch etc., necessitating 
more advanced knowledge of climate, countr}^, architecture and 
costumes gained from geography and reading. 

Methods and study. Study of action and objects should precede 
free illustration. 

The drawings should be simph^ records of general proportions in 
two dimensions, height and width, with no attempt at showing 
depth. 

The view chosen should be one that shows the most characteristic 
shape. 






1- 



^tiiS 



i 



yr\ 




In nature drawing the 
general action and direc- 
tion of growth should be 
indicated in a simple 
way. 

Perspective should be developed only as far as the making of 
objects in the distance, smaller and nearer the eye level, or "higher 
on the paper," as the children say. This is brought out in the set- 
ting for illustrations as in landscape backgrounds and when, as in 
jxiper cutting, one object is placed over another to bring it in front. 





55 



Mediums. Considering the little child's mental habit of seeing 
the larger masses of form and color and the fact that only the 
larger muscles of his hands are developed, those materials best 
suited to mass drawing should be used. Such materials are colored 
crayon which may be used with paper or blackboard, and paper 
for cutting, tearing or folding. Owing to the greater expense of 
water color this medium, though excellent, is not required. 

Grades 5 and 6. (Representation). (See plate i) In the fifth 
and sixth grades the aim of work is more advanced, calling for 
greater facility in expression, closer observation and more truthful 
representation of facts. Objects are studied not only as a whole but 
in part. More attention is given to details and to the relation of 
parts. 

In representing plant forms the branching and foreshortened 
appearance of simple leaves and blossoms are studied. Greater 
distinction is made in the shape and color markings of plants, birds, 
insects and animals. 

Object drazving is begun in these grades. This means the study of 
the representation of foreshortened circular surfaces and simple 
objects in parallel perspective. 

Methods and study. (See plate 2) Pupils should study in both 
natural forms and objects the foreshortened appearance of circles 
turned at angles, above or below the eye level. The relation of 
axis to ellipse in cones and cylinders should be mastered and the 
fact that nearly all flower forms are based on the cone should be 
noted. 




The effect of concentric circles is the same in dish or flower and 
this should be made plain in the study of work for the intermediate 
grades. It should be further noted that the distance from front to 
back changes in such cases and that the space between the ends of 
the ellipses does not vary. 



P>r-^ 




Leaf forms are in general based on triangles and the observation 
of this fact is a help in representing their appearance. 



56 

TJie grouping or placing of one object farther back than another 
and the avoidance of the appearance of both being in the same 
space at the same time, should be thoroughly mastered. This can 
be done by thinking back of an object. The difficulty comes in 
translating the three-dimensioned solid to a two-dimensioned draw- 
ing. Placing straws or lines between the objects studied to show 
where the bases come is sometimes helpful. (See plate 3) 

Parallel perspective can be approached through a study of pictures 
found in advertisements, post cards, etc. It should be followed by 
work and study from a few large models such as boxes, dictionary- 
shelves etc. placed directly in front of the pupil and also by making 
drawings to show the eye level when a front view is given. 

Some attention should be given to composition with relation to 
backgi-ound and foreground spaces, which should be unequal for 
the sake of interest through variety. Balance should also be con- 
sidered. 

Meditiiiis. In these grades greater attention to detail calls for a 
medium which will lend itself to the more careful outline drawing. 
The pencil supplemented by the colored crayon or brush for filling 
large spaces or suggesting the color should be used. 

Grades 7 and 8. (Drawing). In these grades representation 
takes two forms. One shows the appearance of objects, accenting 
points of greatest interest, leaving the rest subordinate, and suggest- 
ing the effects of light and distance. The other gives accurate 
statements of structural facts in connection with nature study, 
biology etc. The first is pictorial, the second is scientific, but both 
call for accurate observation. More attention should be given to 
technic. composition and study of the characteristics of the par- 
ticular object in view. (See plate 4) 

Methods and study. At this time some simple groups involving 
angular perspective should be drawn and the fact that in the same 
group all receding lines converge at one eye level should be im- 
pressed on the minds of the pupils. 

Mediums. The mediums used should vary with the intention of 
the drawing — soft pencil, pen, brush or crayon for the free per- 
spective, fine i^encil outlines with |)Ossibly flat washes of color for 
the biological work. 

DESIC.N 

Aim. The sludy of design should continually train and stimulate 
judgment and ap])reciation for the best in everything. The boys 
and girls should be led to see how the principles of design which 



57 

they study are simply following nature's laws of arrangement. That, 
for example, rosettes (radiation from a central point) may be found 
in flower tops, fruit sections, snowflakes, as well as in decorations 
for architecture or furnishings. The same laws govern all forms 
so that the best results can never be obtained without constantlv 
striving for order, fitness to purpose and harmony, or fitness to sur- 
roundings in dress, room furnishing, arrangement of materials and 
lesson papers in all subjects. 

Methods and study. It should be made clear that beauty does 
not depend upon the expenditure of money but of thought and 
it is the teacher's business to bring this element into her work by 
trying to have things neat, orderly and suitable. 

Pupils should be encouraged to make well-written and well- 
spaced lesson papers and to have orderly arrangement in caring 
for collections and materials. 

Notes should be made and collections of clippings gathered from 
many sources : magazines, catalogs and advertisements furnish 
abundant material for studying balance, rhythm, repetition in bi- 
lateral figures, borders and surface patterns and also offer a wealth 
of suggestion for design of various kinds. 

The special problem should be adapted to the grade where it is to 
be studied and it should be closel}^ defined and limited. Too 
great freedom confuses the pupil's mind. For instance, in planning 
booklet covers, state the size of the cover for the work inclosed. 
Give choice of not more than two or three general arrangements of 
spaces to contain title, name of pupil and decoration. Titles and 
names should always be well printed. The decoration should be 
suited to the subject, and it is for the teacher to guide by suggesting 
such symbols or bits of ornament and see that they are well 
spaced by the pupils. These examples should be given to children. 
In the primary grades the teacher should confine the pupil to copy 
and choice in arrangement ; more advanced grades may use the 
examples set before them as suggestions, altering, adapting and mak- 
ing their own as occasion and ability allow. 

In planning for problems to be worked out in rural schools, the 
limited equipment should be kept in mind and choice made of those 
which serve a useful purpose and meet a need in the child's life. 

The following are suggested: (See also plates 7-8-9) 

Booklet covers or portfolios in which Seed envelops 

to keep work selected because of Nature study charts 

excellence or to show progress Programs and invitations to school 
through the year entertainments 

Desk blotters (of a useful size) Boxes 



58 



Arranging and beautifying the 

schoolroom 
Planning designs and decorations for 

special festivities at church, home 

or school 
Designing equipment for games, such 

as ring toss, to be used on the 

school grounds or at home 



May baskets 

Valentines j 

Bird houses 

Bags, holders etc., decorated by 

cross-stitch or stenciling 
Toys 

Useful articles for home or school 
Planning and beautifying the school 

grounds j^,.. 

These are all vital and fascinating problems in design and might 
with profit occupy much of the time devoted to more formal draw- 
ing, for they involve in their planning the same principles and 
theories, and furthermore offer practical and worthy outlets for 
application. 

By such correlation pupils may be led to take a personal pride in 
the community life. For example, Old home week or a holiday oc- 
casion may offer opportunities for decorative invitations or souvenir 
cards for mailing or for use as place cards ; church services or 
festivals may offer occasion for flower decoration or for local 
announcements. The school, the home and the town through such 
practical attention take on new aspects and exist for more than their 
names alone. 

MECHANICAL DRAWING 

To be. /■>7ac/e in 
V/ooc/ or Corc/- 
boarc/- If /n fhe 
/otter o/toco flops- 
v5eeA var/efi^ /n 
decorafiue //nes- 




59 



Working drawings. Working draivings are statements of facts 
as to size, form and structure. 

The equipment found in a rural school rarely permits these draw- 
ings to be made accurately by the use of instruments, but the facts 
can be stated by means of free-hand or ruled drawings made to 
scale. 




-10- 



!^S 



■12- 



In allotting problems for boys, selection should be made among 
those of most interest to the rural community, such as hen-coops, 
bird houses, benches, boxes and crates, shelves, cold frames, seed 
testers, playground equipment, etc. 

For example, in the simple equipment needed for ring toss (a 
game similar to quoits) the primary and intermediate boys cooperate 
to make the different parts. The smaller boys calculate the re- 
quired circumference in length of rope needed when bound into 
rings and then make the rings. The slightly older boys draw and 
make the square plinth with peg in the center at which the rings are 
thrown. Older boys can draw and make frames for scoring skill in 
throwing beanbags. These frames should be planned with square 
openings at the center, right, left, above and below. 

Patterns. (See plate 9) The making of patterns should be 
closely connected with design and should include such articles as 
are possible to construct with the equipment available in the rural 
school. 



60 

Following are a list of the types of problems which should be 
considered : 

SHp book covers 1 I fPeehand Ufyrh- 

\\ aste baskets in<j OtnujitxfQf 

Sewing baskets Ohjcch made,. 

May baskets __^_^__^__^_^^^ 

Envelops ^ y " .^ j«" ^^ 



Cornucopias 
Work aprons 
Boxes 



I I t4r 

I It T 



Cardboard houses and furnishings to illustrate lives of Indians, 
Pilgrims, people of other lands, occupations etc. 

PICTURE STUDY 

A few changes from the Syllabus for Elementary Schools will be 
noted. It seemed advisable to place one American painter in each 
grade. Therefore a few pictures are rearranged. In only one case 
is a new picture substituted. " Lessons in Boat Building " by 
Bacon is inserted in place of " The Oath of Knighthood " by Abby 
in grade 5. It was found impossible to obtain the latter in the in- 
expensive print. 

In view of the fact that each year so many teachers and pupils 
from all parts of the State have the opportunity to visit the Metro- 
politan Museum in New York it seems best to add supplementary 
lists of original masterpieces by the same artists. These follow the 
required pictures for each grade. 

Graded study 

Elementary grades, 1-4 

Study picture for chief characteristics so pupil will be able 
to recognize it if seen again. Learn name of artist and picture. 
Conversation: Lead children to tell what they see and to see 
things worth telling. 

Intermediate grades, 5-6 

Study picture for chief characteristics of composition. 
Study story in connection with it, artist's name and nationality. 
Grammar grades, 7-8 

Study picture for chief elements of beauty, color (if pos- 
sible), line, mass, value in composition. Study story in con- 
nection with it, sentiment expressed, artist's name, nationality, 
the time of day and year. 



61 

Correlation 

Correlate zvith English by writing compositions or by oral de- 
scriptions of chief characteristics of pictures and facts regard- 
ing artists. 

Correlate zuith handzvork by making up a small booklet with well- 
designed and well-lettered cover, well-written and finely spaced 
compositions and containing small, mounted pictures. 

PICTURES ■ 

Grade i 

Madonna of the Chair. Raphael. Elson loc. Perry. Thomp- 
son. University. Brown 

The Age of Innocence. Reynolds. Perry. Thompson. 
Turner. Brown 

Children of the Shell. Miirillo. Elson loc. Perry. Turner. 
Prang. Brown 

Feeding Her Birds. Millet. Elson loc. Perry. Thompson. 
Turner. Prang. Brown 

The First Step. Millet. Perry. Thompson. Turner. Prang. 
Brown 

Hiawatha. Norris. Elson loc. Turner 

In the Metropolitan Museum 

The Knitting Lesson. Millet 

Infancy, also called Master Hare. Reynolds 

St John. Murillo 

Grade 2 

Return to the Farm. Troy on. Perry. Prang. Brown 

The Divine Shepherd. Murillo. Perry. Brown 

Mother and Child. Toulniouche. Soule 25c. Turner 

The Drinking Trough. Duprc. Turner. Prang 

Interior of a Cottage. Israels. Elson loc 

Can't You Talk. Holmes. Perry. Turner. Brown 

In the Metropolitan Museum 

On the Road. Troyon 

Bashful Suitor. Israels 

Shepherd Boy. Duprc 

The Hay Wagon. Duprc 

Holland Cattle. Trovon 



62 



Grade 3 

The Balloon. Diiprc. Perry, Turner. Brown 

Potato Planting. Millet. Perry. Brown 

Penelope Boothby. Reynolds. Perry. Brown 

Little Samuel. Reynolds. Perry. Thompson. Brown 

Shepherd and His Flock. Bonhenr. Turner 

Caritas (Charity). Thayer. Copley 50c. Perry. Brown. 

In the Metropolitan Museum 

Flock of Sheep. Bonhenr 

Weaning the Calves. Bonheur 

Two Sisters. Bouguereau 

Grade 4 

The Escaped Cow. Duprc. Perry. Brown 
Arrival of the Shepherds. Lerolle. Perry. Turner. 
A Helping Hand. Renoiif. Perry. Turner. Brown 
Sistine Madonna. Raphael. Elson loc. Perry. Thompson. 

University. Prang. Brown. 
Pied Piper of Hamelin. Kaulbach. Turner. 
Little Rose. Whistler. Elson 10c. Cople}^ 
/;/ the Metropolitan Museum 
Connie Gilchrist. Whistler. 

Grade 5 

The Shepherdess. Lerolle. Perry. Turner. Prang. Brown 

End of Day. Adan. Perry. Turner. 

Autumn. Mauve. Elson. Perry. Turner. Prang. Metro- 
politan 

Song of the Lark. Breton. Brown. Perry. Prang. Turner. 
Elson. Thompson. 

The Gleaners. Millet. Elson. Perry. Turner. Prang. Brown 

Lessons in Boat Building. Bacon. Perry. Brown 

/;/ the Metropolitan Museum 

Autumn. Mauve 

Religious Procession in Brittany. Breton 

Peasant Girl Knitting. Breton. 

The Water Carrier. Millet 

Grade 6 

Sir Galahad. Watts. Elson. Perry. Prang. Brown 

The Sower. Millet. Perry. Brown 

The Horse Fair. Bonheur. Perry. Prang. Brown 



63 



Puritans Watching for Relief Ships (Pilgrim Exiles), 

ton. Perry. Turner. Brown 
Reading from Homer. Alma-Tadcma. Perry. 

Prang 
Fog Warning. Homer. Elson. Turner 
In the Metropolitan Museum 
The Sower. Millet 
The Horse Fa'ir. Bonheiir 
A Puritan Girl. Boughton 
Edict of William the Testy. Boughton 
The Picture Gallery. Alma-Tadema 
A Roman Garden. Alma-Tadema 
The Gulf Stream. Homer 



Bough- 



Turner 



Grade 7 

Fighting Temeraire. Turner 

Turner. Prang. Brown 
Golden Stairs. Burne-Jones. Elson 

Brown 
Water Gate. Van Marcke. Elson. 
William II of Nassau. Van Dyke. 
Spring. Corot. Perry. Thompson 
Shaw Memorial. Si Gaudens. Thompson 



Elson. Perry. Thompson. 
Perry. Turner. Prang. 



Turner. 
Perrv. 



In the Metropolitan Museum 
The Grand Canal, Venice, Turner 
James Stuart, Duke of Lennox. Van Dyke 
Classical Landscape. Corot 



Brown 



Grade 8 

Water Carrier. Millet. Perry. Brown 

Temperance. ' Burne-Jones. Perry. Brown 

The Mill. Rembrandt. Perry. Prang. Brown 

Madonna of the Shop. D agnan-B ouveret . Perry. Thompson. 

Brown 
The Haymaker. Adan. Perry. Brown 
Pot of Basil. Alexander. Turner 

In the Metropolitan Museum 
The Water Carrier. Millet 
Portrait of Man in Hat. Rembrandt 
Madonna of the Rose. D agnan-B ouveret 
The Ring. Alexander 



64 

Reference material may be found in the School Arts Book, school 
magazines, Picture Study for Elementary Schools, by Mrs L. L. 
Wilson (Macmillan), Stories of American Painting, by Charles 
H. Caffin (Frederick S. Stokes), Picture Study Leaflets 
(Horace K. Turner), How to Show Pictures to Children, by 
Estelle Huree (Houghton. Mifflin Co.), A Child's Guide to 
Pictures, by Charles Caffin (Baker and Taylor), How to Study 
Pictures, by Charles Caffin (Century), How to Enjoy Pictures, 
by M. L. Emory (Prang Co.), Young Peoples Story of Art. by 

Ida Whitcomb (Dodd, Mead Co.). In addition, the State has 
much valuable reference material for use in the schools, which 
may be borrowed through the traveling libraries. 

Prints may be obtained for one cent each from the following tirms : 
Horace K. Turner, Oak Hill, Newton Center, Boston, JNIass. 
Perry Picture Company, Maiden, Mass. 

Brown Picture Co., Beverly, Mass 

Elson Company, Oliver street, Boston, Mass. 

Thompson Company, Washington street, Syracuse, N. Y. 

Other firms listed are as follows : 

Cosmos Picture Co., 25th St., New York City. 

Bureau of University Travel, Trinity place, Boston, Mass. 

(University prints). 
The Prang Co., Knickerbocker Trust building, New York City. 
Curtis & Cameron, Pierce building, Boston, Mass. (Copley 

prints). 
Prints ranging from two for 5 cents to 5 cents apiece : 
The Detroit Publishing Company 
The Metropolitan Museum publishes many of its pictures in 

post card size 

COLOR 

In the rural schools there is no time for a study of color theory. 
A few color terms such as hue, value and chroma should be under- 
stood and used. 

It is most essential that color be freely used in harmonious re- 
lations. This may perhaps be best accomplished in training classes 
and rural schools by noting nature's use of color and following her 
example. Soft grayed violets, blues, greens and browns are her 
background colors ; never intense colors because of the layers of 
atmosphere which subdue them and because of time and weather by 
which nature grays them. Brilliant tones of full chroma are used 



65 

sparingly in small spaces, as in nearby flowers, birds, butterflies and 
precious stones. It is only for a very few weeks in the year that 
autumn uses full strength of pure color in her great festival, and 
then if closer examination is made it is discovered that only the 
colors right at hand are seen in their full strength. They are 
softened by distance or by blending one with the other. The red 
of the apple is repeated somewhat in the russet green of the leaf. 
A flaming sumach leaf if compared with a slip of brilliant red 
paper in full chroma reveals a wealth of color tone ranging from 
yellow through red to red violet, yet these colors are harmonious, 
having unity in variety. 

So the children can be taught to gray and darken the shadow 
side of a red apple with the green complement, bringing the colors 
into greater and more natural harmony. They can not represent, 
with their crude tools and untrained hands, a true picture of 
nature, but they may begin to see color and use it with greater dis- 
crimination. They can learn that quiet tones for large surfaces are 
best to live with, as the distant hills and woods, ploughed fields, 
floors, walls and everyday clothes, and that brilliant color, save in 
small quantities, is dazzling. Such color furnishes the trimming. 
not the garment, save at festal times. 

Definitions of color terms. Hue is the color of a pigment or 
other material. There are an infinite number of hues or colors. 

Value signifies the amount of light in a hue or color. A blue may 
be light or dark in value according to the amount of light con- 
tained in it. 

Chroma signifies the strength or saturation of a hue. A red may 
be intense or strong in chroma or it may be subdued or weak in 
chroma. The hue, green, may, for example, be light in value and 
weak in chroma. We might then speak of it as a very light gray 
with a greenish tinge, for as the hue weakens chromatically and be- 
comes less intense, w^hether light or dark, it approaches a neutral 
gray. The weaker it grows the grayer it becomes. 



66 




67 



U. 





Plate I 

Pencil outline drawings of fall vegetables 



08 





Plate 2 

Comparison of natural and geometric shapes. Drawing is simplified when 
form is considered from this relative standpoint. 



69 





Plate 3 

Outline pencil drawings of common objects. Constructive details such as 
rims, thickness of the covers of the books etc., are apparent. 




Plate 4 



Drawings showing the growth and development of the pea from the seed to 
the full grown plant. A type of drawing for the nature study class. 



71 



LETTERS FOR USE IN 
SCHOOLS AYQGKMWZ' 

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0PQR3TUVWXYZ N 

1234567890a 1234567890- 

ABCDEFGHIJKLMNOPQRSTUVWXY 
Z abcdefghijklmnopar.stuywxi/z /3/0~/2 
A&CDErGMUKLMNOPai^iTUVWXYZ; 



ENGLISH 




Plate 5 

Chart of lettering showing application to covers. The Roman letter, or 
the second alphabet, should not be used below tlic seventh grade 



72 




m 



COMPLETE ^^ 
DRESSMAKER ^*" 



NATURE 
SKETCHES 

IN 

TEMPERATE 

AMERICA 

HANCOCK 



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KODAKS 

CAMERAS AND 
PHOTOGRAPHIC 
GOODS of EVERY 
DESCRIPTION 



SWEET, WALLACH 
& COMPANYvJt ^ 84 
Wabash Ave. vj< Chicago 




FLAVOR 




FINCK 




Plate 6 

Clippinf^s from various sources showing borders, headpieces, tailpieces, 
initial letters, single decorative units, and good spacing of letters 



73 



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O o o o o 



REPORT 



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■orschool 



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74 




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Plate 8 



Design suggestions — grade 5-7. Aim: a knowledge of fundamental prin- 
ciples of design with application to practical problems. 



75 



pYTTTTTsjOyriTrvr 




r 



FOR WE AVI hGr- 



5EWinc- BA3KET5 



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ILLUbTRATIOh DECORATlOn AhO DL^^lGh 



Plate 9 



76 



GEOGRAPHY 

The course in geography as here outHned is Hmited to the elemen- 
tary school and may be begun if necessary as early as the third 
year. Children enter school with a certain amount of geographic 
information gained through observation or conversation with their 
elders, and in the nature of things they gather more even during 
the early years before formal instruction in the subject is begun. 
Naturally no attempt has been made to outline the amount and char- 
acter of this geographic information. It will vary more or less with 
local conditions, although it will ordinarily include a knowledge of 
the local geographic features, with their names ; the ordinary con- 
ditions of life and labor in the community; and the common terms 
of position, direction, distance and time, with their meanings. 

In order to leave the local school authorities the liberty of action 
as to the time when the formal work in geography should be begun, 
the syllabus is outlined for four years of geographic study. 

FIRST YEAR OF GEOGRAPHIC STUDY 

When the child begins the study of geography, he has learned to 
read although usually not well enough to be independent. For this 
reason the textbook work of this year must be done in class, 
with the teacher. The time is devoted chiefly to what is ordinarily 
called " home geography." 

The work in home geography should be very simple and should 
concern itself with a study of local industries and the conditions 
which have given rise to these industries and made them prosperous. 
Explanations should be of the most elementary character and deal 
only with relations which are perfectly obvious. The chief topics to 
be considered include: 

1 The leading industries of the locality, their location and 
importance. 

2 The sources of raw material and some stories concerning the 
collecting and handling of this raw material. 



77 

3 A study of the manufacture of this or of similar raw material. 
In this work local industries should, whenever possible, be visited. 

4 Means and methods of transportation and communication. 

5 Trade. 

Whenever the locality studied is in a large city, it will be well to 
consider also: (i) the reasons for the location; (2) the needs of 
the people and the development of private industries, public service 
and public institutions. 

Through a study of the ways of living the children become 
familiar with the idea of more or less distant lands where other 
people live and labor. 

The remainder of the year should be devoted to the study of the 
" world as a whole," as to its larger divisions and in its simple 
relations. Here the globe will be found especially serviceable. 
The children learn : 

1 That the earth itself is " round like a ball or an orange," and 
that people may travel around it. (Tell them stories of the voyages 
of Columbus and Magellan.) 

2 That there are a number of large bodies of land and water: 
the first called " continents," and the second, " oceans." 

3 That continents and oceans have special characteristics and 
names. These characteristics and names should be drilled upon 
until the children are able to recognize and name each continent 
and ocean, give their chief characteristics and define their positions 
in relation to one another. 

4 That the earth rotates upon its axis and causes day and night. 

5 That it is warmed and lighted by the sun. 

6 That some parts of the earth are warmer than others. 

7 That it is divided into zones and hemispheres and represented 
as a whole by the globe, and in its parts by maps. 

Great pains should also be taken to teach the children the nature 
and use of maps, as in all the later study they will need to refer 
to them constantly. They are to be taught that maps are not 
pictures. The facts represented are usually shown by a system of 
arbitrary symbols bearing but little if any resemblance to the 
features themselves. Simple map work should be begun very 
early in the third grade and carried on systematically throughout 
the entire geography course. The first maps will, of course, be 
very simple. A map of the schoolroom with the teacher's desk, 
the rows of children's desks, the aisle, windows and doors, is 
difficult enough at first. Next the outline of the school building 



78 

may be drawn, and later the school yard with nearby streets or 
roads. 

In map study the following points should be emphasized : 

1 The map idea. The fact that people have agreed to represent 
land and water by means of " maps." 

2 The fixed position of maps. This refers to the fact that maps 
are generally printed in books and hung on walls so that the northern 
part of the country is toward the top of the map, the southern part 
toward the bottom of the map, the eastern part at the right, and 
the western part at the left. In certain kinds of maps and in maps 
representing large areas this is not always possible, and therefore 
no map should be without symbols of some kind to indicate direction 
and position. 

3 Scale. Maps are small and the areas mapped are often very 
large ; in order that they may be properly constructed, they must be 
drawn in proportion, or to scale. Very simple scales should be 
employed at first : i inch to a foot, i inch to a yard, i inch to a rod, 
etc., depending upon the size of the area to be mapped. 

4 Symbolism. In the construction of maps many symbols are 
used. These refer chiefly to topographic, hydrographic and cul- 
tural features. There is but little need of map symbols in the third 
grade but, as without knowledge of their meaning when they are 
used the map would be of little service, it is worth while to call 
attention to them early. All new symbols should be explained as 
soon as used. 

During the entire third year, if the work is not provided for in 
the nature study course, simple weather observations should be 
made and records kept by the children. 

Suggestions to Teachers 

Do not attempt too much. Choose a few things which are impor- 
tant, study these with care and drill upon them until they are 
thoroughly understood. Only a few excursions should be under- 
taken, but 'each one should be discussed in class until the meaning 
of the things and facts observed is understood by the children. 

Make illustrations and explanations simple. Use technical terms 
only when necessary and always explain them. Do not attempt too 
much. 

Much of the work in home geography must necessarily be oral. 
For that reason it is necessary that the teacher be thoroughly 



7!) 

acquainted with local geography. Whenever excursions are to be 
undertaken the teacher should go over the ground first and make 
a definite plan as to time, route and the things to be seen. . No really 
dangerous trips should be taken or allowed. The number of chil- 
dren should be limited. If the teacher is alone, twenty-five is the 
maximum for profitable work. In many cases, as in visits to 
factories, even this number will be found far too large for any one 
person to handle with safety. 

It should be remembered that each excursion will furnish suffi- 
cient material for several subsequent class discussions, and that 
without these class discussions the excursions themselves are of 
little value. The general principles of industry, as given in an 
elementary textbook, should then be read and discussed. 

Work of a physiographic character should be subordinated to its 
human relations. Little, if any, pure physiography should be taught 
at this time. 

Tell the children sitories about the industries, people, animals and 
plants. If such stories are simple enough they may be read by the 
children. It is believed that after the children have observed these 
things in their own home locality they will take keen delight in 
learning about them from books. 

The work here outlined correlates closely with the other work 
of the grade. The study of industries furnishes an abundance of 
material for the best sort of modern arithmetic, and the stories of 
industry, people and products, when retold by the children, furnish 
excellent drill in the use of correct English. 

As far as possible the work should develop in a logical order, 
but no attempt should be made to force the child to do much reason- 
ing. In this early stage of his mental development he is not a 
reasoning being. He is, rather, storing his mind with facts. He 
remembers. If it is possible to remember things in relation to one 
another, so much the better. 

Nothing quite takes the place of actual observation and experi- 
ence. The best that can be done is to study pictures, and the best 
of these are none too good. Where a school is provided with a 
lantern, the many slides which the Visual Instruction Division of 
the State Education Department has fully cataloged and which are 
easily available, furnish excellent illustrative material. For smaller 
classes, for bulletin boards and for the use of pupils in individual 
study the same pictures can be had in the form of mounted photo- 
graphs. Illustrations cut from magazines and other sources should 
be carefully selected. Not every picture is a good illustration ; not all 



8u 

are worth saving. They should be authentic, expressive, simple, 
of good quahty, and when of large things should contain within 
themselves units of measure. 

SECOND YEAR OF GEOGRAPHIC STUDY 

North America, the United States and a Brief Treatment of the 

Other Continents 

When the children enter upon the w^ork of this year, they already 
know about the world as a whole, its continents and great oceans ; 
and it seems natural, therefore, that the year's work should begin 
with a more detailed study of some one of the continents. This 
will, of course, be the one in which they live. 

For this work the lessons should be assigned from a texitbook, 
and the pupils should be held to a careful preparation of these 
lessons. The textbook should be descriptive in character, and the 
use of the same sort of text should be continued until the first study 
of the several continents and countries of the world has been 
completed. 

The elementary textbook in geography is usually the first book 
placed in the hands of the children which they are expected to 
study for the purpose of obtaining information, and for that reason 
it is extremely important that its use should be carefully taught. 
This is best done by discussing each day in class the lesson for the 
next day, and at the close of the oral work, assigning the same 
lesson for study. Later the children should be called upon to 
recite upon the text. After a little it will be sufificient to point 
out during the assignment of the lesson the items of greatest impor- 
tance, adding thereto " search questions," the answers to which 
may be found in the text. While this makes the teacher's work 
more difficult at first, it pays in the end because of the added 
clearness and interest. 

North America 

1 Position 

a In zones 

b In hemispheres 

c In relation to bordering waters 

d In relation to other continents 

2 Form 

a General 

( I ) Roughly triangular 



81 

b Actual, determined by 

(i) Its more important indentations 

(2) Its more important prolongations 

(3) Islands adjacent 

Note: The position and form of the continent may be 
learned best from a careful intensive study of the map 

3 Size 

a As compared with other continents. This should be done 

in an approximate way only. No area in square miles is 

to be given 
h As shown by the fact that in latitude it stretches entirely 

across the north temperate zone and reaches into the arctic 

on the north and the torrid on the south 

4 Relief 

a Highlands 
h Lowlands 

5 Rainfall and drainage 

a Gulf drainage 
h Atlantic drainage 
c Pacific drainage 

6 Distribution of population 

This should be an extremely simple division into dense, less 
dense, etc. 

7 Political divisions 

a United States and Alaska 

h Dominion of Canada 

c Mexico 

d Central America 

e West Indies 

The general treatment of the United States should be rather 
brief, including only such topics as : its location in North America, 
its chief industrial regions, the character and distribution of its 
population, the record of its growth and its division into state 
groups. In the study of the state groups themselves much greater 
detail will be necessary. It is obviously impossible to outline 
definitely the topical study of the state group as different authorities 
make dififerent divisions. It is important, however, that such topics 
as physical features, climate, the leading industries, the chief cities 
and important trade routes should be studied with care. The 
teacher should keep constantly in mind that it is the large general 
truths of relief, climate, natural resources and industry which are 



82 

wanted, not isolated evidences of geographical relationships, how- 
ever interesting. The following outline should prove suggestive: 

1 Position and size 

a In our own country 

b In relation to the neighboring state groups 

2 ReHef 

a A study of the character, elevation and extent of the high- 
lands and lowlands, with constant reference to good 
physical maps 

3 Drainage 

Study the chief drainage lines and their relation to the 
relief forms. Compare some of the larger streams as to 
size and commercial importance. The children should be 
able to locate and characterize the chief river systems. 
Drill most persistently upon the streams which are com- 
mercially important 

4 Climate 

The characteristics of the climate of the different groups 
should be studied. Pictures showing typical summer and 
winter scenes from other parts of the country should be 
shown and the children made familiar with the under- 
lying causes of the differences. Refer each time to a 
general rainfall map of the United States 

5 Possibilities of occupation 

As a result of the relief, temperature and rainfall it will 
be found that certain regions are suited to certain indus- 
tries ; that is, they furnish certain possibilities of occupa- 
tion. Study in connection with each state group any of the 
following that are important : 

a The agricultural and grazing sections and their chief 

productions 
b The mining regions and the most important minerals 
c The manufacturing regions and manufactures 
d The fishing grounds and the chief catches 

The remaining countries of North America should be learned by 
name, and their relation to the general continental structure, drain- 
age and climate briefly pointed out. The work thus far outlined 
will occupy the first half of the year. The second half should be 
devoted to a very rapid survey of the other continents. The leading 
countries are to be located and characterized. Onlv the more 



83 

important physical and political features need receive emphasis. 
The following order is acceptable : 

1 South America and the South American countries 

2 Europe and the European countries 

3 Asia and the Asiatic countries 

4 Africa and the African countries 

5 Australia and the Australian countries 

The chief points to be covered are: (i) position, (2) form, 
(3) size, (4) relief, (5) drainage, (6) climate, (7) occupations and 
industrial regions, (8) distribution of population, chief cities, and 
trade routes. 

Be simple, confine the children to the study of geography and 
do not go into details. 

THIRD YEAR OF GEOGRAPHIC STUDY 

The work for this year should include the second and more 
detailed study of North America and the United States, with 
special emphasis on a study of the state groups. In connection with 
the study of the Middle Atlantic States the study of New York 
should be most thorough and detailed. The following outline will 
prove suggestive. 

New York State 

1 History 

2 Position 

Northeastern part of the United States 

3 Size, as indicated by : 

a The latitude 

h The time it takes to travel across the State 

4 Relief 

a The Adirondack mountains 

h The Catskills and the Allegheny plateau 

c The lake plains 

Draw upon the board or paper a map showing the physi- 
cal regions in a large way, without minor irregularities 

5 Drainage 

a The St Lawrence system 

h The Hudson-Mohawk system 

c The Genesee 

d The Susquehanna 

e The Delaware 



84 

/ The Allegheny and its relation to the Mississippi system. 
g The coastal plain. 

The children should be able to locate these drainage areas 

upon the maps and characterize them 

6 Climate 

This involves a study of the characteristics of temperature 
and rainfall in different parts of the State, as on Long Island, 
in the Adirondacks, and over the lake plains 

7 Soils 

In this study, the difference between the glacial soils and 
the alluvium of the river flood plains should be pointed out 

8 Vegetation 

This will include a study of : 

a The market-gardening and truck-raising regions of Long 

Island 
h The forests of the Adirondacks and the lumber industries 
c The grazing regions of central and northern New York 

and the dairying industry 
d The fruit belt of western New York and along the Great 

Lakes 
e The general diversified agriculture of the rest of the State 

9 Animal life 

a Hunting in the Adirondacks 

h Commercial fishing in the sound and the Great Lakes 

10 Mineral wealth other than soils 

a The quarries 

h Cement 

c Clays 

d Salt 

e Gypsum 

/ Petroleum ^ • 

g Graphite 

h Iron 

11 Manufacturing 

Point out that this will be carried on chiefly in large centers 
of population, and pass at once to a consideration of the 

12 Distribution of population 

The population will vary in density with the possibility of 
occupation. In manufacturing centers where the industries 
are the outgrowth of local supplies of raw material, that 
fact should be pointed out. Otherwise the chief industries 
should be noted without much further comment. 



85 

13 Chief trade routes 

The dependence of the whole State upon New York City as 
an outlet point, and the physical control of possible trade 
routes, should be noted 

a Railroads 

h Electric roads 

c State roads 

d Barge canal system 

e Eastern terminal of the Great Lakes at Buffalo 

/ Ocean routes centering at New York 

14 Cities 

15 Government 

The study of the State should be thorough. It is, both physically 
and industrially, much more easily apprehended than more distant 
countries, more so even than distant parts of the United States. 
Its commercial relations through New York City are not only 
enormous in their total volume, but they are worldwide in extent. 
The remainder of the year should be devoted to a second survey 
of North America and the United States already mentioned. This 
will be entirely different from the first general survey outlined for 
the latter part of the second year. It will not only be fuller, involv- 
ing a more complete knowledge of the physical, industrial and 
political conditions in all the more important countries, but it will 
also be of entirely different character. 

Children are now to see the world, not as a mere assemblage of 
things and places, but as a world of order and unity where the 
different life forms and their environment are adjusted to one 
another, where races and nations, surrounded as they are by vastly 
different physical conditions, seem to have attained their character- 
istic civilizations through the influence of these. The working out 
of the relations existing between these civilizations and industries 
and their causes is the intensely fascinating problem set for the 
geography of the later years. It is the so-called ''' geography of 
reason," or the " geography of cause and effect." It is well to bear 
in mind, however, the fact that the influences which condition man's 
life are not exclusively physical, but are often historical and social. 

Suggestions to Teachers (First and Second Years of Study) 

Though the textbook is to be made the basis of the work in these 
two grades, the children should by no means be confined to the 



86 

text. Wherever there is a school library it should be rich in books 
of a geographic character and these ought to be given to the chil- 
dren for home reading. In any event, two or three series of geo- 
graphic readers should be owned by the school and placed where 
they are easy of access. They may be used with advantage as 
supplementary readers. 

All the standard textbooks in geography are liberally supplied 
with illustrations, and constant use should be made of them. In 
addition to these the teacher should make a collection of pictures 
which may be used in illustrating the lessons given. 

The elementary map study begun in the first year should be 
continued and made more definite. Care should be taken that the 
things and places studied and read about are given their proper 
location upon the map. But the things should be real things, the 
places real places. Back of the use of the symbol should be a 
reasonably clear idea of the thing symbolized. To this end, model- 
ing and a liberal use of pictures contribute. In the course of time 
maps ought to be so full of meaning that the children will take 
real delight in learning from a new map as much as is possible 
before the study of the text is begun. In the upper grades this 
may be carried to a point where the children are led to make intelli- 
gent inferences on the basis of the data which the map furnishes. 
(Nothing of the sort, however, should be attempted in the lower 
grades.) 

FOURTH YEAR OF GEOGRAPHIC STUDY 

During this year the second survey of the other continents is 
completed ; South America and Europe should be emphasized. The 
increasing wealth and importance and the rapid growth of our 
commercial relations with the South American continent call for 
especial attention. The important covmtries in each continent 
should be taken up with reference to their great industries and 
the physical and social conditions influencing them. 

The outline given below will prove suggestive, although the 
amount of time devoted to each topic will vary with the dififerent 
continents as a whole. The emphasis should be upon the human 
rather than upon the purely physical aspect of the subject. 

I Position 

a Relative 
b Absolute 



87 

2 Form 

a Relative 
b Actual 

( 1 ) As shown by map 

(2) Indentations 

(3) Prolongations 
c Continental shelf 

3 Size 

a Relative 

(i) Compared with other continents 
b Actual 

( 1 ) Extreme breadth and extreme length ; use maps 

(2) Number of square miles 

4 Relief 

a Highlands including plateaus 
(i) Position 

(2) Extent 

(3) Character 

b Relation of the highlands to continental slopes and great 

drainage systems 
c Lowlands 

( 1 ) Position 

(2) Extent 

(3) Character 

5 Climate 

a Temperature as controlled by 

(i) Latitude 

(2) Altitude 
b Winds and rainfall 

(i) Prevailing winds 

(2) Influence of highlands upon winds and rainfall 

(3) Location of rainless areas and the reasons therefor 

6 Drainage 

a Chief rivers 
b Lakes 

(i) Fresh water 

(2) Salt water 

7 Zones of vegetation as dependent upon 

a Temperature 
b Rainfall 



«8 

8 Distribution of animal life 

9 Distribution of mineral resources 

10 Distribution of population as dependent upon possibilities of 
occupation 

Note: Here should be considered the geographical distribu- 
tion of occupation resulting from the condition outlined under 
7, 8 and 9 above, and the great industrial regions which have 
grown up in consequence of these conditions. . There should 
also be considered the relation of industry to 

a Resources 

b Commercial advantages 

11 Development and location of centers of population as showing 
the needs of the people for 

a Commercial centers 
h Manufacturing centers 
c Government centers 

12 Development of commercial and trade routes resulting from 
the attempt of people to obtain the products and patronage of 
the other people of the world 

a Natural conditions which aid commercial undertakings 
h The routes which have been established and the chief com- 
mercial cities 
c The commodities which are transported 
d The influence of physical conditions upon a and h above 

13 Political divisions 

14 The government 

The work of this year includes South America and Europe 
in detail, and a briefer study of Asia, Africa and Australia. The 
year should close with a study of the world's supplies of raw 
materials used in the preparation of food, clothing and shelter, in 
preparation for the work of the seventh and eighth grades. 

Suggestion to Teachers 

Lessons should be assigned with care and the pupils held to care- 
ful and exact preparation. They will at first need much help to 
enable them to work out the implications and the relations sug- 
gested by statements in the text. 

Throughout the two years as above outlined considerable use 
should be made of large wall maps, and pupils should be encouraged 



89 

to make inferences whenever it seems to the teacher that they have 
sufficient data at hand to warrant their doing so. 

Great pains should be taken not to overdo this map work, but it 
is valuable training when judiciously used. During these years a 
pupil ought to be able to " read " the information from the map 
almost as readily as from a printed page. 

Encourage home reading, especially where the text seems 
brief, fragmentary or for any reason unsatisfactory. 



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